Unit 1: A summmer camp

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ME AND MY FRIENDS

Week: 1. Date of teaching: Tuesday, August 25th

, 2015

Period: 1st.

UNIT 1: 
A SUMMER CAMP

Lesson 1
I. Objectives :

- By the end of this lesson, students will be able to ask and answer questions about where some
is from.

- Develop speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
III. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IV. Languages focus :

- Vocabulary: summer, camp, different, country( countries), Malaysia – Kuala Lumpur ,
Thailand – Bangkok, the USA – New York, Indonesia - Jakarta

- Structures:

A: Where’s he from?
B: He’s from Malaysia.

A: Where in Malaysia is he from?
B: Kuala Lumpur.

V. Procedures :

Time Steps/Activities Work

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6’

4’

I. Warm up : Clap the board.

Let Ss play the game with the characters in character gallery on
P.2

II. New lesson

1. Look, listen and repeat.

- Have Ss to look at the book at page 6 and get Ss to identify the
familiar characters and the new ones.

- Have Ss guess what is happening in each picture.

- Set the scene: These children are at a summer camp in Vietnam.
(elicit the word “summer camp”)

- Use the world map to show where each country or city is
(Malaysia, Thailand, Bangkok and Kuala Lumpur)

- Write the new words on the board and get Ss to read a few times.
- Have Ss listen to the recording as they read the lines in the

speech bubbles

- Play the recording again for Ss to repeat the lines in the speech
bubbles two times.

- Divide the class into groups to take turns to say the lines from
Zack and Lawan.

- Play the recording again for the whole class to repeat each line in
the speech bubbles to reinforce their pronunciation.

2. Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page 6

- Set the context: These children come from many countries.
 Point to P. a and say: This is Zack. He’s from Kuala Lumpur,

Malaysia. – Have Ss repeat: Zack, Malaysia, Kuala Lumpur.
 Repeat the step with other pictures.

- Ask Ss to read the example and elicit their prompts to complete
the text in the speech bubbles

- Write the questions and answer on the board and get Ss to repeat
the lines a few times in turn.

- Model the task.

 Point to Zack and ask: Where’s he from?
 Class: He’s from Malaysia

 T: Where in Malaysia is he from?
 Class: Kuala Lumpur.

- Ask them to act out the dialogue. Repeat the step with some
other pairs for pictures b, c, d.( Focus on pronunciation and
fluency)

- Have Ss practice acting out the dialogue in pairs, using the
pictures.

- Monitor the activity and offer help. Correct pronunciation errors
(stress, assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform the task at the front of the class.

T – whole class
T – Whole class

Group/ pair work
T – Whole class

T – Whole class

Group work
Pair- work

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- Have the whole class repeat all the phrases in chorus to reinforce
their pronunciation.

3. Listen and tick.

- Get Ss to look at the pictures on page 7 and tell them the purpose
of the listening.

- Elicit the information of these pictures.
- Do the first example with Ss.

- Play the recording twice: once for listening all the way through
and once for them to doing the task.

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others listen

and give comments.

- Make some questions to check Ss’ comprehension
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ask Ss search for the cities and flags of related countries in the
unit on the world map or in the internet.

T – whole class
Individually

Pair- work

T – whole class

Week: 1 Date of teaching: Tuesday, August 25th

, 2015.

Period: 2nd.

UNIT 1:
A SUMMER CAMP

Lesson 2
I. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter
“ese” and that of the letter “ian”; listen and read for specific information

- Develop listening, speaking and reading skills.
II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids :

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus :

* Phonics: Vietnamese Indonesian
V. Procedures :

Time Steps/Activities Work

arrangement
5’

I. Warm up : Country bingo

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5’

7’

10’

Vietnam Laos Indonesia

Malaysia Thailand The USA

The UK Korea Cambodia

II. New lesson

1. Listen and repeat/ Group and say it aloud.
a. Listen and repeat.

- Have Ss open the book page 8, draw their attention to the letters
colored differently in the words Vietnamese and Indonesian 
- Set the scene: “We are going to learn how to produce the sound

of letters ese in the word Vietnamese and that of the letter ian in 
the word Indonesian”

- Produce the sound of the letter ese and ian a few times
- Get Ss to repeat the words a few times.

- Encourage Ss to recall the names of countries (Unit 2 – Tieng Anh
4) which have the end of ese and ian

b. Group and say it aloud

- Ask Ss to look at the chart and the word box

- Check if they understand the activity and the meaning of the
focused words.

- Say each word and get Ss to repeat a few times.
- Set the time and let Ss do the task

- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each column.
2. Listen and read together.

- Have Ss look at Picture a and b on Page 8 and set the context.
- Pre-teach the new vocabulary (write new words on the board and

get Ss to repeat them a few times)
 cultural show

 mask
 model
 twin towers

- Read each dialogue, stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues (clap once for the words

with “ese” and clap twice for the words with ian

- Model and get Ss to clap in the same way then repeat each line of
the dialogues.

- Play the recording twice: once for Ss to listen all the way through
and once for them to clap at the focused words.

- Device the class into four groups to take turns to repeat the lines

class

T – Whole
class

Individually
Pair – work
T – whole
class

T – whole
class

Individually
Group
Using pictures or

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10’

from Mai, Akio, Azmi and Zack.
3. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 9

- Set the scene: “you are going to listen to the recording and
number the picture”

- Elicit the content from Ss:
What’s it?

P.a: a robotic cat – Doraemon.

P.b: the Petronas Twin Towers in Malaysia.
P.c: 3 Indonesian masks.

P.d: a Chinese lantern.

- Pre-teach the key words: (Write the words on the board
Ss repeat a few times)

 activity
 talk
 display
 Doraemon.

- Play the recording twice: once for Ss to listen all the way through,
once for them to do the task.

- Play it again for Ss to check their answers.

- Have Ss trade their answers in pairs for correction
- Call some to report their answer to the class

Answer: 1 – c 2 – d 3 – b 4 – a 
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ask Ss select a favourite flag, draw and colour it at home for a
class display in the next lesson.

T – whole
class

Individually
Pair- work

T – whole
class

Week: 2 Date of teaching: Tuesday, August 1st

, 2015

Period: 3rd

UNIT 1

A SUMMER CAMP
Lesson 3
I. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer about someone’s nationality

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- Develop speaking and listening skill.

II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Language focus :

 Vocabulary: stage, nationality

 Sentence Patterns: What’s his/ her nationality?
 He’s/ She’s ………..

V. Procedures :

Time Steps/Activities Work

arrangement
5

I. Warm up :

- Let Ss display their flags and play the game Pelmalism using
names of countries and nationalities.

II. New lesson .

1. Look, listen and repeat.

- Have Ss to look at the book at page 10.

- Set the context: This is a cultural activity at the summer camp.
 Ask Ss to look at the P. a and ask (Who are they?, Who are

these children talking about?, What’ s the name of the boy on 
the stage?, What’s his nationality?)

 Repeat the step with P.b

- Pre-teach: stage, nationality(Write the words on the board and
ask Ss to repeat a few times)

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the
dialogue a few times.

- Divide the class into groups to take turns to say the questions

and answers in each line.

2. Point, ask and answer.

- Draw a chart of the country and nationality related to this section
on the board and get Ss to repeat each name a few times.

- Set the scene: These children are at the summer camp. They’re
from different countries. Now you practice asking and

answering questions about their nationalities.

- Ask Ss to read the example and elicit their prompts to complete
the speech bubbles (write the question and answer on the board

T – whole class

Whole class

Individually
Groups

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and ask Ss to repeat a few times)
- T models:

Point to Pa. and ask What’s his nationality Ss: He’s
Malaysian.

Repeat the step with picture b, c and d.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

3. Read and do the tasks .(Choose one of 3 or 4)
a. Tick T (True) or F (False)

- Ask Ss to look at the picture on P.11
- Set the context:

 Can you guess what you are going to read about?
 Where is it?

 What are the children doing?

- Elicit and recall any vocabulary that Ss will need to understand

the text(Write the words on the board and Ss repeat a few
times)

- Play the recording, pause at times to check Ss’ comprehension.
- Check if Ss understand the task. Do the first for example
- Give Ss sufficient time to do the task and move around to

monitor the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

b. For the better Ss)

- Ask Ss to brainstorm the s; ate different kinds of food and
drink; ect.

- Encourage Ss to talk about one thing they liked doing and one
thing that they did not like.

- Set time and get Ss to work in pairs. Monitor the activity
- Call on some individual students to say their answers to the

class.

4. Read and write an e – mail. (Choose one of 3 or 4)
- Get Ss to look at the example e - mail and have a brief

discussion with the class about the picture and the task.

- Point to the model text and elicit Ss’ answer: Who wrote the
e-mail?; Who will receive it?;

- Read the passage and check Ss’ comprehension: Where was the
summer camp? What did the campers do at the camp? …

Pair – work
T – whole class

T – whole class

Individua
lly
Pair –
work/
Group
work

Whole
class

T – whole class
Pair work

T – whole class

Individually

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- Get Ss to read the model e-mail and read the guide
- Let Ss do the task. Move around the class to monitor the

activity.

- Get a few Ss to read aloud their e-mail to the class.
- Have a class display of Ss’ work.

III. Summary and Homelink.
- Ss have learnt

 To ask and answer about someone’s nationality, using What’s
his/ her nationality? – He’s/ She’s Indonesian.

 To read about the summer camp and write an e-mail to a friend
- Encourage Ss to play the City/ Country Bingo and sing along the

song Jenny and Harry at home.

T – whole class

Week: 2 Date of teaching: Tuesday, August 1st

, 2015

Period: 4th

UNIT 2

MY FRIEND’S HOUSE
Lesson 1

I. Objectives :

- By the end of this lesson, students will be able to ask and answer questions about where one
lives.

- Develop speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
III. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IV. Languages focus :

- Vocabulary: same area, street, floor, building.
- Structures:

A: Where do you live?

B: I live at 52 Ba Trieu Street.

o I live on the second floor of Ha Noi Tower.
V. Procedures :

Time Steps/Activities Work

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6’

10’

I. Warm up : Number Bingo.

Let Ss play the game with numbers 21 – 50.

II. New lesson

1. Look, listen and repeat.

- Have Ss to look at the book at page 6 and get Ss to identify
the characters in each picture.

- Have Ss guess what is happening in each picture: Who is
this?; What’s his/her name?; Where are they?;

- Pre-teach the vocabulary(Write the words on the board and
ask Ss to repeat a few times)

 same area
 street
 floor
 Tower

- Have Ss listen to the recording as they read the lines in the
speech bubbles

- Play the recording again for Ss to repeat the lines in the
speech bubbles two times.

- Divide the class into groups to take turns to say the lines of
Mai and Tony.

2. Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page 13

- Set the context: We are going to ask and answering about the
addresses.

- Ask Ss to pretend to be Mai and Tony. Read the line in
speech bubbles and elicit Ss’ prompts to complete the lines.
- Write the questions and answers on the board and get Ss to

repeat a few times.
- Pre-teach the vocabulary:
 avenue

 road
 lane

 numbers: 74, 51, 72
- model the task

 Point to P. a and ask: Where do you live? –Ss: I live in the 2nd
floor of Ha Noi Tower.

 Repeat the step with other pictures.

- Have Ss to take turns to point to the pictures , ask and answer
about addresses.

- Monitor the activity and offer help. Correct pronunciation
errors (stress, assimilation of sounds, intonation) when
necessary.

- Call on some pairs to perform the task at the front of the
class.

T – whole class

T – Whole class

Pair work
Group

T – Whole class

Pair- work

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10’

4’

- Have the whole class repeat all the phrases in chorus to
reinforce their pronunciation.

3. Listen and match.

- Get Ss to look at the pictures on page 7 and tell them the
purpose of the listening.

- Elicit the information of these pictures. Have Ss to repeat the
characters’ names

- Have Ss repeat the numbers: 38, 52, 26, 73
- Do the first example with Ss.

- Play the recording twice: once for listening all the way
through and once for them to doing the task.

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others

listen and give comments.

- Make some questions to check Ss’ comprehension
III. Summary and Home- link :

- In this lesson, Ss have learnt to ask and answer questions
about where one lives, using Where do you live? – I live at/

on ___________.

- Encourage Ss to draw his/ her house and writes the address
under the picture for the class display in the next lesson.

T – whole class

Individually
Pair- work

T – whole class

Week: 3 Date of teaching: Tuesday, September 8th

, 2015

Period: 5th

UNIT 2:

MY FRIEND’S HOUSE
Lesson 2

I. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter
“fl” as in flat and that of the letter “bl” as in block; listen and number the pictures in the order
they hear

- Develop listening, speaking and reading skills.
II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids :

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus :

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Time Steps/Activities Work

arrangement
5’

5’

7’

10’

I. Warm up : Students’ display

Let Ss display their drawings on the board. Then ask and
answer questions related to the addresses.

II. New lesson

- Listen and repeat/ Listen, complete and say aloud.
a. Listen and repeat.

- Have Ss open the book page 8, draw their attention to the
letters colored differently in the words flatand block
- Set the scene: “We are going to learn how to produce the

sound of letters fl in the word flatand that of the letter bl in 
the word block”

- Produce the sound of the letter fl and bl a few times
- Get Ss to repeat the words a few times.

- Encourage Ss to recall the names of countries (Unit 2 –
Tieng Anh 4) which have the end of ese and ian

b. Listen, complete and say aloud.
- Ask Ss to look at the book at P.15

- Check if they understand the activity and the meaning of the
focused words.

- Get Ss to guess all the complete words and do the first
example

- Set the time and let Ss do the task
- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

- Listen and read together.

- Have Ss look at Picture a and b on Page 15 and ask them to
identify the characters and the focused words.

- Set the context:Nga and her friends live in the same blocks
of flats. They live on different floors.

- Pre-teach the new vocabulary (write new words on the board
and get Ss to repeat them a few times)

 top
 fourth
 third

 ground floor

- Ask Ss to guess what the passage is about.

- Read the passage, stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the passage (clap once for the

T – whole class

T – Whole class

Individually
Pair – work
T – whole class

T – whole class

Individually
Group
Using pictures or

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10’

3’

words with “fl” and clap twice for the words with “bl”
- Model and get Ss to clap in the same way then repeat each

line of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 16

- Set the scene: “You are going to listen to the recording and
number the pictures”

- Elicit the content from Ss:
Where does this girl/ boy live?

- Write the addresses (location words and number) on the
board and get Ss to repeat them a few times.

- Play the recording twice: once for Ss to listen all the way
through, once for them to do the task.

- Play it again for Ss to check their answers.

- Have Ss trade their answers in pairs for correction
- Call some to report their answer to the class

Answer: 1 – b 2 – d 3 – a 4 – e 5 – c 
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ss make sentences with the words from the crossword
puzzle for the class display in the next lesson.

T – whole class

Individually
Pair- work

T – whole class

Week: 3 Date of teaching: Tuesday, September 8th

, 2015

Period: 6th UNIT 2

MY FRIEND’S HOUSE
Lesson 3

I. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer about a friend’s house

 Read a description of a house
 Write about a friend’s house.

- Develop speaking and listening skill.
II. Teaching methods :

- Communicative method.

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+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Language focus :

 Vocabulary: great, cottage, yard, pond, roof, balcony, large, comfortable, fence, violet,
 Sentence Patterns: What’s your house like?

It’s a big house. It’s got a green gate.
V. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

I. Warm up : 
II. New lesson .

1. Look, listen and repeat.

- Have Ss to look at the book at page 17, read the context sentence
above the pictures and identify the characters in the pictures
- Set the context:

 Ask Ss to look at the P. a and ask (What are Mai doing?, Who’s
asking her?

 Repeat the step with P. b:What colour is Mai’s house? Is it small/
big?

- Pre-teach: great, what…..like? (Write the words on the board and
ask Ss to repeat a few times)

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the dialogue
a few times.

- Divide the class into groups to take turns to say the questions and
answers in each line.

2. Point, ask and answer.

- Draw Ss’ attention to the picture next to the example in this
section

- Set the scene: imagine this is your house. We’re going to ask and
answer about your house.

- Ask Ss to read the example and elicit their prompts to complete
the speech bubbles (write the question and answer on the board
and ask Ss to repeat a few times)

- Pre-teach the new vocabulary:
 cottage

 yard
 pond

T – whole class

Whole class

Individually
Groups

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10’

 roof
 balcony
 large

- Get Ss to repeat the prompt under each picture a few time and
make sure they understand them.

- T models the task:

Point to Pa. and ask What’s your house like? Ss: It’s a large
cottage. It’s got a large pond.

Repeat the step with picture b, c and d.

- Have Ss to practice in pairs pointing, asking and answering

- Monitor the activity, check the pronunciation (sound, assimilation
of sound and intonation) and offer help when necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

3. Read and tick the right picture .(Choose one of 3 or 4)
- Ask Ss to look at the picture on P.11 and read the title and

instruction.

- Set the context: you are going to read the passage and tick the
right picture

- Elicit and recall any vocabulary that Ss will need to understand the
text: comfortable, fence, violet, go fishing (Write the words on the
board and Ss repeat a few times)

- Play the recording, pause at times to check Ss’ comprehension.
- Check if Ss understand the task. Do the first for example

- Give Ss sufficient time to do the task and move around to monitor
the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

4. Write about your friend’s house. (Choose one of 3 or 4)
- Get Ss to look at the passage and have a brief discussion with the

class about the picture and the task.

- Tell them the writing purpose: they are going to read the
description of one’s friend’s house and choose the appropriate 
words from the box to complete the passage.

- Set the time and let Ss do the task. Move around the class to
monitor the activity.

- Get a few Ss to read aloud their writing to the class.
III. Summary and Home-link.

- Consolidate the content of the lesson.

- Encourage Ss to finish their drawing for the class display in the
next lesson.

Pair – work

T – whole class

Individually
Pair – work/
Group work

Using pictures or drawing/

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Week: 4 Date of teaching: Tuesday, September 15th

, 2015

Period: 7

UNIT 3: A BIRTHDAY PARTY

Lesson 1

I. Objectives

Pupils will be able to ask and answer question about a birthday party.
II. Teaching – aids

III. New language

- Vocabulary: present, comic book, dictionary, jigsaw puzzle, ballon, paint brush
- Sentence patterns:

What present did you give Mai?
A pink clock

IV. Procedure

1. Warm up(5’): pupils display their homelink picture
2. New lesson

Time Steps/Activities Work

arrangement
5’

15’

10’

- Ask pupils to identify the birth-day present and guess whose birthday
- Point to picture : Whose birthday is it? Who is this ? What are they
talking about? What present is this?

- Teach vocabulary

- Play the recording twice for pupils to repeat a few times.
- Divide the class into 2 groups to say the lines.

- Set the context and read the example
- Pre-teach vocabulary

- Write the question and answer on the board and get pupils to repeat.
- Model, point to picture a .

T: what present did you give Tony?
- Ask pupils to work in pairs.

- Select a few pairs to perform the task

- Tell the listening purpose :

You’re going to listen and tick the correct picture.
- Ask pupils to identify picture

- Play the recording twice for pupils to do the task.
- Replay the recording for pupils to check.

- Ask pupils to report the answer.
- Get pupils to read the instruction

- guess
- answer
- copy
-listen and
repeat

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5’

- Do the first example

T: look at picture. It was Mai’s birthday party yesterday. Imagine you’re
Nam in the picture. Whose birthday party was it?

T: Did you go to Mai’s party?
T: What present did you give her?
T: What did you do at the party?
T: Was it fun?

- Write an open dialogue for pupils to complete
- Ask pupils to work in pairs.

- Select a few pairs to demonstrate the task
- Praise pupils

- listen
- identify
- listen and do
the task
- listen and
check
- report the
answer

- Pupils : Mai’s 
birthday party 
Pupils: yes, I 
did.

pupils: A blue 
clock

V. Summary: In this lesson, pupils have learnt to ask and answer questions about a birthday present, 
using “ What present did you give her/him?-I gave her/him a (pink clock)”.

VI. Homelink: Ask pupils to review the lesson at home and prepare the next lesson.

Week: 4 Date of teaching: Tuesday, September 15th

, 2015

Period: 8

UNIT 3: A BIRTHDAY PARTY

Lesson 2
I. Objectives

Pupils will be able to

- to pronounce correctly the sound of the letters ir as in third and that of the letters em as in
December, and

- to listen and number the pictures.
II. Teaching – aids: recordings, poster
III. New language

- Vocabulary: turn on the light, turn off the light, soft, silky, cute kitten
- Phonics: third December

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1. Warm up(5’): Get pupils to display their homelink work and to play stand up: Each pupil in the 
class writes his/her birthday month onto a strip of paper. When you call out a month, pupils who have
that birthday month stand up and say the word.

2. New lesson

Content Teacher’s activities Students’ activities

1. Listen and repeat
(5’)

2. Listen and read
together

(8’)

3. Group and say aloud
(8’)

Answers:

Third: bird, shirt,
birthday, skirt
December: member,
remember, November,
September

4. Listen and number
(8’)

Answers

a.2 b.4 c.3 d.1

5 Fun time
(6’)

Nam’s surprise present
New words:

turn on the light

- Teach the sounds of the letters “ir”, and those
of the letters “em”

- Play the tape and ask pupils to repeat
- Set the context: These lines are from a boy.
His birthday’s on the third of December.
- Read each line and then get pupils to repeat

each line.

- Ask pupils to listen and clap once for the
words with “ir” and clap twice for the words
with “em”.

- Divide the class into 2 groups to take turn to
say and clap.

- Call on a few groups to perform the task in
front of the class.

- Get pupils to look at the chart and the word
box.

- Recall the meaning of the words.
- Say each word and get pupils to repeat.
- Set time and let pupils do the task
independently.

- Call on some pupils to report their answers.
- Have the whole class read in chorus all the
words.

- Tell the purpose of listening: you’re going to
listen to the recording and number the picture. 
Look at the birthday cake, Whose birthday is it?
Picture a ,…etc

- Play the recording twice for pupils to do the

task.

- Replay the recording for pupils to check their
answer.

- Ask some pupils to report their answer to the
class.

- listen

- listen and repeat

- listen

- listen and repeat
- listen and clap
- work in group
- perform the task in
front of the class

- look at the chart and
the word box

- repeat
- do the task
independently

- report their answers
- read in chorus all the
words

- listen

- listen and do the task
- listen and check
- report their answer

- read the title and look
at the picture

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turn off the light
soft

silky
cute kitten

- Ask pupils to read the title and look at the
picture, ask Whose birthday is it? What dose
“surprise present” mean? Who gave it to 
Nam?...

- Pre-teach vocabulary

- Read the story for pupils to repeat.

- Write a frame of a dialogue on the board and
elicit pupils’ prompts to complete it.

Linda:(gives Nam a box)

(1)_______________________.
Nam:(gets the box from Linda)
(2)______________________.
Linda: (3)_____________________
Nam:(4)______________________.
(everybody laughs).

- Divide the class into 2 groups to take turn to
say the line from Linda and Nam.

- Ask pupils to work in pairs.

- Call on a few pairs to perform the task in front
of the class.

- take note
- read the story

- practice

- work in pairs

Week: 5 Date of teaching: Tuesday, September 22nd

, 2015

Period: 9th

UNIT 3

A BIRTHDAY PARTY 
Lesson 3

I. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer about a friend’s house

 Read a description of a house
 Write about a friend’s house.

- Develop speaking and listening skill.
II. Teaching methods :

- Communicative method.

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III. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Language focus :
 Vocabulary: review

 Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

V. Procedures :

Time Steps/Activities

Work

arrange
ment
6’

10’

I. Warm up :

Ss sing along the song Happy birthday.
II. New lesson .

1. Look, listen and repeat.

- Have Ss to look at the book at page 20, get Ss to look at the
pictures and set the context: Nam went to Tony’s birthday. Now
his sister Hoa is sking him what they did at the party.

- Read each exchange, stop at times to check Ss’ comprehension.
- Make sure that Ss can understand the situation and language in

each picture

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the dialogue
a few times.

- Divide the class into groups to take turns to say the questions and
answers in each line.

2. Point, ask and answer.

- Ask Ss to open the book on page 24. Draw Ss’ attention to the
picture next to the example in this section

- Set the scene: Imagine you are Nam. You went to a birthday party
with these children.

- Ask Ss to read the example and elicit their prompts to complete
the speech bubbles (write the question and answer on the board
and ask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few times and
make sure they understand them.

- T models the task:

Point to Pa. and ask What did you do at the party? Ss: We
danced.

Repeat the step with picture b, c and d.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound, assimilation

T – whole class

Whole class

Individually
Groups

T – whole class

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10’

of sound and intonation) and offer help when necessary.
- Call on some pairs to perform the task at the front of the class.

Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

3. Read and answer .(Choose one of 3 or 4)

- Ask Ss to look at the picture on P.25 and read the title and
instruction.

- Set the context: You’ve got two invitation cards: one from Lan
Huong and one from Peter Brown. Look at the invitation cards

and find the answers to these questions(point to the questions)
- Read each line on the invitation cards, pausing at times to check

Ss’ comprehension, using the questions provided

- Elicit and recall any vocabulary that Ss will need to understand
the text: cordially, invited, celebration, celebrating (Write the
words on the board and Ss repeat a few times)

- Read the cards again and get Ss to repeat each line a few times.
- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class.
4. Write an invitation card. (Choose one of 3 or 4)

- Set the context: You are going to write your birthday invitation
card. Read each line. Do you understand what it say? What 
should you write?

- Call on a few Ss and elecit their prompts to fill in the card. Write
a model on the board. Read each line and get Ss to repeat a few
times.

- Set the time and let Ss do the task. Move around the class to
monitor the activity.

- Get a few Ss to read aloud their writing to the class.
III. Summary and Home-link.

- Consolidate the content of the lesson.

- Encourage Ss to practice singing their own version of the song
Happy Birthday at home.

T – whole class

Individually
Pair – work/
Group work

Whole class

T – whole class

Week: 5 Date of teaching: Tuesday, September 22nd

, 2015

Period: 10th

UNIT 4
MAI’S DAY

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- By the end of this lesson, students will be able to ask and answer questions about someone’s
daily activities.

- Develop speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
III. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IV. Languages focus :

- Vocabulary: have got classes, do morning exercise, have PE in the gym....
- Structures:

A: What does she often do in the morning?
B: She’s got classes at school.

V. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

I. Warm up : Simon says

Let Ss play the game with the word phrase: put up your

hands, put down your hands, clap your hands, stand up, sit 
down, open your book, close your book….

II. New lesson

1. Look, listen and repeat.

- Have Ss to look at the book on page 27 and get Ss to look at
the title of the unit and the picture.

- Elicit their answers to identify the people in each picture:
Who is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

vocabulary(Write the words on the board and ask Ss to
repeat a few times)

 have got classes
 has got classes

- Set the context: Linda’s asking Phong what Mai, his sister,
often does in the morning. He said that Mai has got classes 
at school. Now listen to Mai talking about what she often 
does in the morning/ afternoon/ evening.

- Have Ss listen to the recording as they read the lines in the 
speech bubbles

- Play the recording again for Ss to repeat the lines in the

speech bubbles two times.

- Divide the class into groups to take turns to say the lines of

T – whole class

T – Whole class

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10’

4’

Mai and Tony.

2. Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page 27
- Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’
prompts to complete the lines.

- Write the questions and answers on the board and get Ss to
repeat a few times.

- Recall the familiar vocabulary and pre-teach the vocabulary:

 gym

 morning exercise
- Model the task

 Point to P. a and ask: What does she often do in the
morning? –Ss: She’s got classes at school.

 Repeat the step with other pictures.

- Have Ss to take turns to point to the pictures, ask and answer
about addresses.

- Monitor the activity and offer help. Correct pronunciation
errors (stress, assimilation of sounds, intonation) when
necessary.

- Call on some pairs to perform the task at the front of the
class.

- Have the whole class repeat all the phrases in chorus to
reinforce their pronunciation.

3. Listen and tick.

- Get Ss to look at the pictures on page 28 and tell them the
purpose of the listening: You are going to hear Mary, an
Australian girl, talking about her daily activities. You should
read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick.
- Do the first example with Ss.

- Play the recording twice: once for listening all the way
through and once for them to doing the task.

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others

listen and give comments.

- Make some questions to check Ss’ comprehension
III. Summary and Home- link :

- In this lesson, Ss have learnt to ask and answer questions
about someone’s daily activities, using What does he/she
often do in the morning? - He/ She ………

T – Whole class

Pair- work

T – whole class

Individually
Pair- work

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- Encourage Ss to make a list of their daily activities for the
class display.

Week: 6 Date of teaching: Tuesday, September 29th

, 2015

Period: 11th

UNIT 4:
MAI’S DAY

Lesson 2
I. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter
“oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in 
the order they hear

- Develop listening, speaking and reading skills.
II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids :

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus :

 Phonics: afternoon brush
V. Procedures :

Time Steps/Activities Work

arrangement
5’

5’

I. Warm up : Students’ display

Let Ss display their home-link writing. Then ask and answer
questions related to the items on the list.

II. New lesson

1. Listen and repeat/ Group and say aloud
a. Listen and repeat.

- Have Ss open the book page 29, draw their attention to the
letters colored differently in the words afternoo n and brush
- Set the scene: “We are going to learn how to produce the

sound of letters oo in the word aftern n oo and that of the 
letter br in the word brush”

- Produce the sound of the letter oo and br a few times
- Get Ss to repeat the words a few times.

b. Listen, complete and say aloud.

- Ask Ss to look at the book at P.29. Get Ss to look at the
chart and the word box

- Check if they understand the activity and the meaning of the

T – whole class

T – Whole class

Individually
Pair – work
T – whole class

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7’

10’

focused words.

- Get Ss to guess all the complete words and do the first
example

- Set the time and let Ss do the task

- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

2. Listen and read together.

- Have Ss look at Picture a and b on Page 29 and ask them to
identify the characters and the focused words.

- Set the context:

- Pre-teach the new vocabulary (write new words on the
board and get Ss to repeat them a few times)

 brush
 remember
 bedtime

- Ask Ss to guess what the passage is about.

- Read the passage, stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the passage (clap once for the

words with “oo” and clap twice for the words with “br”
- Model and get Ss to clap in the same way then repeat each

line of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
3. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 30

- Set the scene: “You are going to listen to an interview of
four pupils at Rose Primary School. The interviewer wants 
to know about their daily activities and number the

pictures”

- Elicit the content from Ss:
What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the
board and get Ss to repeat them a few times.

- Play the recording twice: once for Ss to listen all the way
through, once for them to do the task.

- Play it again for Ss to check their answers.

- Have Ss trade their answers in pairs for correction
- Call some to report their answer to the class

Answer: 1 – d 2 – a 3 – c 4 – b

T – whole class

Individually
Group

T – whole class

Individually
Pair- work

T – whole class

T – whole class
Using pictures or

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3’

III. Summary and Home- link : 
- Consolidate the content of the lesson.

- Ss select and copy one picture from the crossword puzzle
and colour it for the class display in the next lesson.

Week: 6 Date of teaching: Tuesday, September 29th

, 2015

Period: 12th

UNIT 4
MAI’ S DAY

Lesson 3
I. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer questions about past activities

 Read a comprehension text on a girl’s Sunday and write a diary
 Write about a friend’s house.

- Develop speaking and listening skill.
II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Language focus :

 Vocabulary: surfed the Internet, school project
 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.
V. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

I. Warm up : Slap the board

Ss play the game with the pictures that they prepared at home
II. New lesson .

1. Look, listen and repeat.

- Have Ss to look at the book at page 31, read the context sentence
above the pictures

T – whole class

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10’

- Set the context: Hoa and Nam are having breakfast with their
family. They look sleepy.

 Point to Hoa in the P. a and ask (Who is she?/ How does she
look like?Why?

 Repeat the step with P. b:Point to Nam and elicit Ss’ answer.
- Pre-teach: (Write the words on the board and ask Ss to repeat a

few times)

 surfed the Internet
 school project

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the
dialogue a few times.

- Divide the class into groups to take turns to say the questions
and answers in each line.

2. Point, ask and answer.

- Draw Ss’ attention to the picture next to the example in this
section

- Set the context: Last night this boy surfed the Internet for his
school project.

- Ask Ss to read the example and imagine they are the boy , then
elicit their prompts to complete the speech bubbles (write the
question and answer on the board and ask Ss to repeat a few
times)

- Get Ss to repeat the prompt under each picture a few time and
make sure they understand them.

- T models the task:

Point to Pa. and ask What did you do last night? Ss: I went to
the cinema.

Repeat the step with picture b, c and d.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

3. Read and complete .(Choose one of 3 or 4)

- Ask Ss to look at the picture on P.32 and read the title and
instruction.

- Set the context: you are going to read the passage and fill in the
blank. Read the title of the passage and look at the picture. Can 
you guess what you are going to read about?

- Go through the words on the box and make sure Ss understand

Whole class

Individually
Groups

T – whole class

Pair – work

T – whole class

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10’

them

- Recall some words:
 Go out

 Take a bus

- Read the passage, pausing at times to check Ss comprehension
and ask for their prompts to complete the passage.

- Give Ss sufficient time to do the task and move around to

monitor the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

4. Write your diary about what you did yesterday.
(Choose one of 3 or 4)

- Get Ss to look at the passage and have a brief discussion with
the class about the picture and the task. Draw Ss’ attention to the
writing frame and get them to read the instruction and the lines
in the diary.

- Tell them the writing purpose: You are going to write your diary
about what you did the day before. You should remember what 
you did in the morning/ afternoon/ evening to write down. 
- Elicit Ss’ answers, then do the first example with the whole

class. Let the called S do the rest lines and other repeat each line
a few times.

- Set the time and let Ss do the task. Move around the class to
monitor the activity.

- Get a few Ss to read aloud their writing to the class.
III. Summary and Home-link.

- Consolidate the content of the lesson.

- Encourage Ss to copy the song lyrics and replace the activities in

the original lyrics with their own version for the class display .

Pair – work/
Group work

Whole class

T – whole class

Week: 5 Date of teaching: Tuesday, October, 6th

, 2015

Period: 9th

UNIT 3

A BIRTHDAY PARTY 
Lesson 3

VI. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer about a friend’s house

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- Develop speaking and listening skill.
VII. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

VIII. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IX. Language focus :
 Vocabulary: review

 Sentence Patterns: What did you do at the party?

o We played hide – and - seek.

X. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

IV. Warm up :

Ss sing along the song Happy birthday.
V. New lesson .

5. Look, listen and repeat.

- Have Ss to look at the book at page 20, get Ss to look at the
pictures and set the context: Nam went to Tony’s birthday. Now
his sister Hoa is sking him what they did at the party.

- Read each exchange, stop at times to check Ss’ comprehension.
- Make sure that Ss can understand the situation and language in

each picture

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the
dialogue a few times.

- Divide the class into groups to take turns to say the questions
and answers in each line.

6. Point, ask and answer.

- Ask Ss to open the book on page 24. Draw Ss’ attention to the
picture next to the example in this section

- Set the scene: Imagine you are Nam. You went to a birthday
party with these children.

- Ask Ss to read the example and elicit their prompts to complete
the speech bubbles (write the question and answer on the board
and ask Ss to repeat a few times)

- Get Ss to repeat the prompt under each picture a few times and
make sure they understand them.

- T models the task:

T – whole class

Whole class

Individually
Groups

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10’

Point to Pa. and ask What did you do at the party? Ss: We
danced.

Repeat the step with picture b, c and d.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

7. Read and answer .(Choose one of 3 or 4)

- Ask Ss to look at the picture on P.25 and read the title and
instruction.

- Set the context: You’ve got two invitation cards: one from Lan
Huong and one from Peter Brown. Look at the invitation cards 
and find the answers to these questions(point to the questions)
- Read each line on the invitation cards, pausing at times to check

Ss’ comprehension, using the questions provided

- Elicit and recall any vocabulary that Ss will need to understand
the text: cordially, invited, celebration, celebrating (Write the
words on the board and Ss repeat a few times)

- Read the cards again and get Ss to repeat each line a few times.
- Ss take turns to ask and answer the questions

- Call some pairs to report the answer to the class.
8. Write an invitation card. (Choose one of 3 or 4)

- Set the context: You are going to write your birthday invitation

card. Read each line. Do you understand what it say? What 
should you write?

- Call on a few Ss and elecit their prompts to fill in the card. Write
a model on the board. Read each line and get Ss to repeat a few
times.

- Set the time and let Ss do the task. Move around the class to
monitor the activity.

- Get a few Ss to read aloud their writing to the class.
VI. Summary and Home-link.

- Consolidate the content of the lesson.

- Encourage Ss to practice singing their own version of the song
Happy Birthday at home.

Pair – work

T – whole class

Individually
Pair – work/
Group work

Whole class

T – whole class

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UNIT 4
MAI’S DAY

Lesson 1
VI. Objectives :

- By the end of this lesson, students will be able to ask and answer questions about someone’s
daily activities.

- Develop speaking skill.
VII. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
VIII. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IX. Languages focus :

- Vocabulary: have got classes, do morning exercise, have PE in the gym....
- Structures:

A: What does she often do in the morning?
B: She’s got classes at school.

X. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

I. Warm up : Simon says

Let Ss play the game with the word phrase: put up your
hands, put down your hands, clap your hands, stand up, sit 
down, open your book, close your book….

II. New lesson

4. Look, listen and repeat.

- Have Ss to look at the book on page 27 and get Ss to look at
the title of the unit and the picture.

- Elicit their answers to identify the people in each picture:
Who is this?/ Who’s this boy/ girl?

- Recall the familiar vocabulary and pre-teach the

vocabulary(Write the words on the board and ask Ss to
repeat a few times)

 have got classes
 has got classes

- Set the context: Linda’s asking Phong what Mai, his sister,
often does in the morning. He said that Mai has got classes at
school. Now listen to Mai talking about what she often does 
in the morning/ afternoon/ evening.

T – whole class

T – Whole class

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10’

- Have Ss listen to the recording as they read the lines in the 
speech bubbles

- Play the recording again for Ss to repeat the lines in the
speech bubbles two times.

- Divide the class into groups to take turns to say the lines of
Mai and Tony.

5. Point, ask and answer.

- Have Ss look at the pictures a, b, c and d on page 27
- Set the context: You are asking your partner about these

characters’ daily activities from P.a to P.e.

- Ask Ss to Read the line in speech bubbles and elicit Ss’
prompts to complete the lines.

- Write the questions and answers on the board and get Ss to
repeat a few times.

- Recall the familiar vocabulary and pre-teach the vocabulary:
 gym

 morning exercise
- Model the task

 Point to P. a and ask: What does she often do in the morning?
–Ss: She’s got classes at school.

 Repeat the step with other pictures.

- Have Ss to take turns to point to the pictures, ask and answer
about addresses.

- Monitor the activity and offer help. Correct pronunciation
errors (stress, assimilation of sounds, intonation) when
necessary.

- Call on some pairs to perform the task at the front of the class.
- Have the whole class repeat all the phrases in chorus to

reinforce their pronunciation.
6. Listen and tick.

- Get Ss to look at the pictures on page 28 and tell them the
purpose of the listening: You are going to hear Mary, an
Australian girl, talking about her daily activities. You should 
read each sentence in your book, listen and tick the

appropriate picture for what Mary does.

- Have Ss to read each sentence and guess the picture to tick.
- Do the first example with Ss.

- Play the recording twice: once for listening all the way
through and once for them to doing the task.

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others

listen and give comments.

- Make some questions to check Ss’ comprehension

T – Whole class

Pair- work

T – whole class

Individually
Pair- work

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4’

III. Summary and Home- link :

- In this lesson, Ss have learnt to ask and answer questions
about someone’s daily activities, using What does he/she
often do in the morning? - He/ She ………

- Encourage Ss to make a list of their daily activities for the
class display.

Week: 6 Date of teaching: Tuesday, October, 13th

, 2015.

Period: 11th

UNIT 4:
MAI’S DAY

Lesson 2
VI. Objectives :

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter

“oo” as in afternoon and that of the letter “br” as in brush; listen and number the pictures in 
the order they hear

- Develop listening, speaking and reading skills.
VII. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
VIII. Teaching aids :

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IX. Languages focus :

 Phonics: afternoon brush
X. Procedures :

Time Steps/Activities Work

arrangement
5’

5’

IV. Warm up : Students’ display

Let Ss display their home-link writing. Then ask and answer

questions related to the items on the list.

V. New lesson

1. Listen and repeat/ Group and say aloud
a. Listen and repeat.

- Have Ss open the book page 29, draw their attention to the
letters colored differently in the words afternoo n and brush
- Set the scene: “We are going to learn how to produce the

sound of letters oo in the word aftern n oo and that of the 
letter br in the word brush”

T – whole class

T – Whole class

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7’

10’

- Produce the sound of the letter oo and br a few times
- Get Ss to repeat the words a few times.

b. Listen, complete and say aloud.

- Ask Ss to look at the book at P.29. Get Ss to look at the

chart and the word box

- Check if they understand the activity and the meaning of the
focused words.

- Get Ss to guess all the complete words and do the first
example

- Set the time and let Ss do the task
- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

2. Listen and read together.

- Have Ss look at Picture a and b on Page 29 and ask them to
identify the characters and the focused words.

- Set the context:

- Pre-teach the new vocabulary (write new words on the board
and get Ss to repeat them a few times)

 brush
 remember
 bedtime

- Ask Ss to guess what the passage is about.

- Read the passage, stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the passage (clap once for the

words with “oo” and clap twice for the words with “br”
- Model and get Ss to clap in the same way then repeat each

line of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
3. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 30

- Set the scene: “You are going to listen to an interview of
four pupils at Rose Primary School. The interviewer wants 
to know about their daily activities and number the

pictures”

- Elicit the content from Ss:
What can you see in P.a/ b/ c/ d?

- Recall the key words to understand the text, write on the
board and get Ss to repeat them a few times.

- Play the recording twice: once for Ss to listen all the way

T – whole class

Individually
Group

T – whole class

Individually
Pair- work

T – whole class
Using pictures or

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through, once for them to do the task.
- Play it again for Ss to check their answers.

- Have Ss trade their answers in pairs for correction
- Call some to report their answer to the class

Answer: 1 – d 2 – a 3 – c 4 – b
VI. Summary and Home- link :

- Consolidate the content of the lesson.

- Ss select and copy one picture from the crossword puzzle
and colour it for the class display in the next lesson.

T – whole class

Week: 6 Date of teaching: Tuesday, October, 13th

, 2015

Period: 12th

UNIT 4
MAI’ S DAY

Lesson 3
VI. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer questions about past activities

 Read a comprehension text on a girl’s Sunday and write a diary
 Write about a friend’s house.

- Develop speaking and listening skill.
VII. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

VIII. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IX. Language focus :

 Vocabulary: surfed the Internet, school project
 Sentence Patterns: What did you do last night?

I surfed the Internet for my school project.
X. Procedures :

Time Steps/Activities Workarrangement

6’
10’

IV. Warm up : Slap the board

Ss play the game with the pictures that they prepared at home
V. New lesson .

5. Look, listen and repeat.

- Have Ss to look at the book at page 31, read the context sentence
above the pictures

- Set the context: Hoa and Nam are having breakfast with their
family. They look sleepy.

T – whole class

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10’

 Point to Hoa in the P. a and ask (Who is she?/ How does she
look like?Why?

 Repeat the step with P. b:Point to Nam and elicit Ss’ answer.
- Pre-teach: (Write the words on the board and ask Ss to repeat a

few times): surfed the Internet, school project

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the
dialogue a few times.

- Divide the class into groups to take turns to say the questions
and answers in each line.

6. Point, ask and answer.

- Draw Ss’ attention to the picture next to the example in this
section

- Set the context: Last night this boy surfed the Internet for his
school project.

- Ask Ss to read the example and imagine they are the boy , then
elicit their prompts to complete the speech bubbles (write the
question and answer on the board and ask Ss to repeat a few
times)

- Get Ss to repeat the prompt under each picture a few time and
make sure they understand them.

- T models the task:

Point to Pa. and ask What did you do last night? Ss: I went to
the cinema.

Repeat the step with picture b, c and d.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

7. Read and complete .(Choose one of 3 or 4)

- Ask Ss to look at the picture on P.32 and read the title and
instruction.

- Set the context: you are going to read the passage and fill in the
blank. Read the title of the passage and look at the picture. Can 
you guess what you are going to read about?

- Go through the words on the box and make sure Ss understand
them

- Recall some words: go out, take a bus

- Read t he passage, pausing at times to check Ss comprehension
and ask for their prompts to complete the passage.

- Give Ss sufficient time to do the task and move around to
monitor the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

8. Write your diary about what you did yesterday.
(Choose one of 3 or 4)

Whole class
Individually
Groups

T – whole class

Pair – work

T – whole class

Individually
Pair – work/
Group work

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10’

class. Let the called S do the rest lines and other repeat each line
a few times.

- Set the time and let Ss do the task. Move around the class to
monitor the activity.

- Get a few Ss to read aloud their writing to the class.

VI. Summary and Home-link.

- Consolidate the content of the lesson.

- Encourage Ss to copy the song lyrics and replace the activities in
the original lyrics with their own version for the class display.

T – whole class

Week: 7 Date of teaching: Tuesday, October, 20th

, 2015.

Period: 13th

UNIT 5

OUR PICNIC TO THE SEASIDE
Lesson 1

I. Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about what
people will do in the future.

- Develop listening, reading and speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
III. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IV. Languages focus :
 Vocabularies:

to cruise, to explore, seafood, to run on the beach, an aquarium, to sunbathe, to set up a 
campfire, some loaves of bread, to go hiking, to build a sandcastle

 Sentence partern:

What will you do in the morning/ afternoon/ evening?
I/We will cruise around the island.

V. Procedures :

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ment
6’

10’

I. Warm- up

Song: This is the way we do things.

II. Present the new lesson
I. Look, listen and repeat.

- Focus Ss’ attention on the title of the unit, situations of the lesson
by pictures and the texts in the book.

- Ask Ss to identify the people in the pictures

- Set the scene: Mai, Linda, Peter and Tony are planning their
picnic to Ha Long Bay next week.

- Present new words (pictures):
 to cruise around the island
 to explore some caves,
 to eat rice and seafood

- Play the recording for Sts to listen

- Play the recording again for Sts to repeat sentence by sentence.
- Divide the class into two groups to take turns, then opened pairs

and close pair practice

- Ask a few questions to check their comprehension.
 Who are planning to have a picnic?

 Will they going to Ha Long Bay?

 What will they do in the morning/ afternoon?
 What will they eat?

II. Point, ask and answer
- Set the context:

- Point and ask Ss to look at the picture, example and introduce:
- Imagine you are going to plan a picnic to Ha Long Bay. You will

do a lot of things there.

- Pre-teach new words to run on the beach, to visit an aquarium, to
sunbathe, to set up a campfire)

- Ask Ss to repeat cued words all the pictures
- Ask Ss to read the example

- Model the task with the whole class
 What will you do in the morning?
 I/We will cruise around the island.
Note:

(I/ You/ We/ They/ He/ She/ It) will
 (I/ We) shall

- Write the model on the board & get Ss to repeat

- Go through the task with the other pictures (focus on
pronunciation and fluency)

- Ask Sts to work in pair, asking and answering the questions.
Monitor the activity, check pronunciation and offer Sts help when

necessary.

T – whole
class

Whole class

Individually
Groups

T – whole
class

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10’

4’

- Ask some pairs to ask and answer in front of the class while others
observe and give comments (using the character flashcards)

III. Listen and tick

- Get Ss to look at the picture and tell them the purpose of listening :
You are going to listen some children planning their food,

activities and games for their picnic and tick the correct picture in 
each number

- Run through all the pictures (using elicit qs)
- What’s this/ Who’s this/ What’s he doing?...

Note:

1. a. some loaves of bread and some bananas on the table
b. some loaves of bread and sausages for a picnic meal
c. some loaves of bread and chicken on the table

2. a. go hiking/ b. cook their picnic meal/ c. explore a cave
3. a. build a sandcastle/ b. go swimming/ c. fly kites

- Play the recording 1st time for Ss to listen all the way through
- Play the recording 2nd time for Ss to do the task

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others listen

and give comments.
- Give feedback:

1 – a 2 – c 3 – a
- Make some questions to check Ss’ comprehension
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ask Ss to write a list of four things they plan to do on a picnic.
They will display them in the next lesson.

T – whole
class

Individually
Pair – work/
Group work

Whole class

Week: 7 Date of teaching: Tuesday, October, 20th

, 2015

Period: 14th

UNIT 5

OUR PICNIC TO THE SEASIDE
Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly the sound of the letter
“ill” as in will and that of the letter “all” as in small; listen and number the pictures

- Develop listening, speaking and reading skills.
II. Teaching methods:

- Communicative method.

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III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

* Phonics: will small 
V. Procedures:

Time Steps/Activities Work arrangement

5’

7’

10’

I. Warm up : 
Chatting:

 What will you do in the afternoon/ evening?
 What about this weekend?

 What will you have for lunch/ dinner?
 Will you go out for lunch/ dinner?

…….
II. New lesson

I. Listen and repeat/ Listen, complete and say it aloud.
a. Listen and repeat.

- Have Ss open the book page 36, draw their attention to the
letters colored differently in the words will and small
- Set the scene: “We are going to learn how to produce the

sound of letters ill in the word will and that of the letter all 
in the word small”

- Pronounce the sound of the letter ill and all a few times
- Get Ss to repeat the words a few times.

b. Listen, complete and say it aloud
- Make sure Ss understand the instruction
- Ask Ss to guess all the complete words
- Do the first e.g with them

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Replay the disc for Ss to check their answers in pairs.
- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

Key:

+ ill: 1: hill; 2,5; wall/will; 6: mill
+ all: 2,5: wall/will 3: small 4: tall
II. Listen and read together

- Have Ss look at Picture on Page 36 and elicit:
Who/ Where are they?

What activities will they have? (cruise around the Bay, build
a sandcastle, visit the windmill)

- Pre-teach the new vocabularies (write new words on the

T – whole class

T – Whole class

Individually
Pair – work
T – whole class

T – whole class

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10’

3’

board and get Ss to repeat them a few times)
 + windmill (using picture)

- Set the context: This is the dialogue between Mai and Quan.
They are on the beach. You are going to listen the dialogue 
and clap the words with “ill” and “all”.

- Play dialogue; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues (clap once for the

words with “ill” and clap twice for the words with “all”)
- Model and get Ss to clap in the same way then repeat each

line of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Device the class into four groups for competition
III. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 37

- Set the scene: “you are going to listen to the recording and
number the picture”.

- Run through the pictures:
What ill they do?

P. a: go swimming
P. b: go to Ha Long Bay
P. c: cruise around the Bay
P. d: build a sandcastle

P. e: have seafood in a restaurant

- Play the recording twice: once for Ss to listen all the way
through, once for them to do the task (notice Ss to focus on
the order of the text and the contextual information of each 
picture)

- Have Ss trade their answers in pairs for correction
- Play it again for Ss to check their answers.

- Call some to report their answer to the class
Key: 1 – b; 2 – e; 3 – d; 4 – a; 5 – c
III. Summary and Home- link: 
- Consolidate the content of the lesson.

- Ask Ss to select and make a copy of one of the pictures in
this section to colour and write the words under it for a class
display in the next lesson.

Group

T – whole class

Individually
Pair- work

T – whole class

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UNIT 5

OUR PICNIC TO THE SEASIDE
Lesson 3

I. Objectives :

- By the end of this lesson, Students will be able to:

 Ask and answer question about what one will be in the future;
 Read a comprehension text on a girl’s dream job;

 Write about their dream jobs;

 Develop speaking and listening skill.
II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IV. Language focus :

 Vocabulary : - a mechanic, an astronaut, a dancer, an architect, a business person, an 
engineer, a technician;

- spaceship, planet;
- tobe real

 Sentence Patterns : What will you be in the future?
 I’ll be a doctor/ an astronaut.

V. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

I. Warm up :

Ss display their home – link pictures on the board. Then they
ask and answer questions about these pictures.

II. New lesson .

1. Look, listen and repeat.

- Have Ss to look at the book at page 38.
- Get Ss to read the context sentence

- Set the context: You are going to listen to Linda and Tony
talking about their future jobs.

- Pre-teach: (Write the words on the board and ask Ss to
repeat a few times)

 in the future
 a mechanic

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the

T – whole class

Whole class

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10’

dialogue a few times.

- Divide the class into groups to take turns to make the
conversation

- Be sure Ss understand the content of the text by making
questions

Does Linda like singing? 
Does she want to be a singer?

Does Tony want to be a mechanic or a singer?
2. Point, ask and answer.

- Set the scene: Imagine you are the character in the pictures.
- Pre-teach: (Write the words on the board and ask Ss to

repeat a few times)
 an astronaut
 a dancer
 an architect
 a business person

- Ask Ss to read the example and elicit their prompts to
complete the speech bubbles (write the question and answer
on the board and ask Ss to repeat a few times)

- Model the task with the whole class

T: What will you be in the future?
Class: I’ll be a singer.

- Repeat the step with picture a, b, c, d, e and f.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

3. Read and answer.(Choose one of 3 or 4)
a. Tick T (True) or F (False)

- Ask Ss to look at the picture on P.39
- Set the context:

 Who are they?
 Where are they?

- Elicit and recall any vocabulary that Ss will need to
understand the text(Write the words on the board and Ss
repeat a few times)

 an astronaut
 an engineer
 a technician
 space

Groups

T – whole class

Pair – work

T – whole class

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10’

5’

 spaceship
 planet
 tobe real

- Read the passage, check Ss’ comprehension.
What is Mai’s dream job?

Will she be a dentist on a spaceship?
Will she travel around the world?
Will she visit other planets?

- Check if Ss understand the task. Do the first for example

- Give Ss sufficient time to do the task and move around to

monitor the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

b. Interview two of your classmates

- Get Ss to the instruction, draw an interview chart on the board

Name Dream job

Nam doctor

…….. ...

- Model with a student
T: What’s your name?
S: ...

T: What will you do in the future?
 What’s your dream job?
S: ...

- Do with the other one. Then report the result in the class: I
interview two my classmates for their dream jobs. Nam’s 
dream job is a doctor….

- Ask Ss to work in group of fours and interview two of them.

- Monitor and help if necessary

- Call on some Ss and report their result in the class.
- Encourage if student have done a good job

4. Write about your dream job.(Choose one of 3 or 4)
- Have a brief discussion with the class about the writing

purpose:

What are your going to write about?
What’s your dream job?

What will you do in your dream job?
...

- Do an e. g with the class in case of weak Ss and fill in the
writing frame on the board with information from Ss.
- Get Ss to read the guides in the frame

Individually
Pair – work/
Group work

Whole class

T – whole class

Whole class
Individually

T – whole class

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- Set the time and let Ss do the task individually. Move around
the class to monitor the activity.

- Get a few Ss to read aloud their work to the class.
III. Summary and Homelink.

- Ss have learnt

 Ask and answer question about what one will be in the future
 Write about their dream jobs;

What will you be in the future?
 I’ll be a doctor/ an astronaut.

- Ss practice singing the song We will go over the mountain at
home

T – whole class

Week: 8 Date of teaching: Tuesday, October, 27th

, 2015

Period: 16th

REVIEW 1

I. Aim: Ss will be able to perform their abilities in listening, speaking, reading and writing related

to the topics from Unit 1 to Unit 5, using the phonics, vocabulary and sentence patterns they
have learnt.

II. Teaching methods :
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids :

- Teacher’s aids: three pieces of white paper with the phonics, the vocabulary and the sentence
patterns written on them; audio and flashcards.

- Students’ aids: book, notebook, workbook.
IV. Language focus :

Me and My friend
Unit 1: A Summer camp

Competences 
 Asking and

answering
questions about
where someone is
from

 Asking and

answering
questions about
someone’s
nationality

Sentence patterns
 Where’s he from?

- He’s from Malaysia.
 Where in Malaysia is he

from?

- Kuala Lumpur.
 What’s his/ her

nationality?
- He’s/ She’s
Indonesia

Vocabulary
Summer, camp,
different, country
( countries), Malaysia,
Thailand, Bangkok,
Kuala Lumpur, The
UK, The USA,
Indonesia, Thai,
Laotian, Cambodian.
Cultural display

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Unit 2: My Fiend’s house.
Competences

 Asking and
answering
questions about
where one lives
 Asking and

answering
questions about
one’s house.

Sentence patterns
 Where do you live?

- I live at 52 Ba Trieu
Street.

- I live on the second
floor of Ha Noi Tower.
 What’s your house like?

- It’s a big house. It’s
got a green gate.

Vocabulary

cardinal number: 50 –

100, avenue, road,
lane, flat, block, top,
ground, floor, gate,
yard, roof, balcony,
fence, favourite,
cottage, town, village

Phonics 
flat
block

Unit 3: A Birthday Party.
Competences

 Asking and
answering

questions about a
birthday

 Asking and
answering
questions about
what one did at a
birthday party.

Sentence patterns
 What present did you

give Mai?

- A pink clock
 What did you do at the

party?

- We played hide –
and – seek.

Vocabulary

Present, dictionary,
jigsaw puzzle, paint,
paint brush, coloured,
balloon, cartoon,
remember

Phonics
third
December

Unit 4: Mai’s day
Competences 
 Asking and

answering about
daily activities
 Asking and

answeringquestio

ns about past
activities

Sentence patterns
 What does she often do

in the morning?

- She’ s got classes at
school

 What did you do last
night?

- I surfed the internet
for my school project.

Vocabulary

Have classes, morning
exercise, brush, gym,
forget, way, attend,
tooth (teeth), wash,
surf the internet,
project

Phonics 
afternoon
brush

Unit 5: A Picnic To The Seaside
Competences

 Asking and
answering about
what people will
do in the future
 Asking and

answering
questions about
what one will be
in the future

Sentence patterns
 What will we do in the

morning?

- We’ll cruise around the
islands.

 What will you be in the
future?

- I’ ll be a singer.

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spaceship, planet
V. Procedures :

Time Steps/ Activities Work

arrangement
5’

10’

1. Warm up :

Let Ss sing the song that they like.
2. Review :

 Phonics :

 Put the piece of paper with the phonics written on the board and play
the recording (two times).

 Ss listen and repeat the words in chorus.

 Draw Ss’ attention to the sounds that are difficult to pronounce
 Have Ss to practice reading the words aloud in pairs.

 Have some pairs demonstrate. Correct their pronunciation when
necessary.

 Call on some pairs to demonstrate at the front of the class. Have the

rest of the class observe and give comment

 Vocabulary :

 Put the vocabulary sheet of paper on the board.

 Ask Ss recall the meaning of the words by reading aloud or playing
a game (Name cards/ Stand up when you hear/ Physical Line- up)
using flashcards.

 Have Ss say the words aloud again. Encourage them to group words
into Get Ss male sentences with some of the words they have learnt.
 Structures :

 Put the sheet of paper which contains the sentences patterns on the
board.

 Ss repeat the patterns aloud as they follow the text on the board.
 Ask Ss to make short dialogues with the sentence patterns

 Have some pairs act out their dialogues at the front of the class. The
others listen and comment.

3. Home link :

 Encourage Ss to practice more at home and well- prepare for the
test.

T- whole class
Individually

Pair- work

Whole class
Individually

Pair- work

Week: 9 Date of teaching: Tuesday, November, 3rd

, 2015

Period: 17th

THE FIRST ENGLISH TEST
I. Aim: Ss do Review in class.

II. Duration: 1 period
III. Procedure:

 Have Ss turn to page … in the Student book.

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1. Look and tick(  ) or cross ( X ). See example.

sandcastles house beach

blocks of flats

Saturday

Vietnamese

2. Circle the different word.

1. A. artist B. engineer C. worker D. factory

2. A. ride B. play C. bike D. sing

3. A. English B. Vietnamese C. Japanese D. China

4. A. restaurant B. postman C. nurse D. chef

5. A. visited B. went C. explored D. sailed

3.

Match

1. Where do you live? A. I’ ll explore some caves.

2. What’ present did you give Lan? B. It’s a small, beautiful house
3. What does she often do in the morning? C. I live at 142 Phu Minh.
4. What will you be in the future? D. We gave her some coloured

balloons.

5. What your house like? E. I often do morning exercise.
1 - …. 2- ….. 3 - ….. 4 - …. 5 - ……

4. Choose the correct words to complete the sentences

 X

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dances / sang writing candles bicycle

1. A: What is she doing?

B: She is……….

2. A: What present did your parents give you?
B: They gave me a………

3. A: What did they do?

B: They …. ……….and …………

4. A: How many ………. were there on your birthday cake?
B: There were twelve candles on my birthday cake

5. Read and write ONE or more words in the gap.

Mary: Hi, Linda. Did you go to Mai’s (1)……… party last night?
Linda: Yes, I did. Why didn’t you (2) ……….?

Mary: Because I (3)…… busy. I looked after my younger sister at home.
But I sent Mai a (4)……… What about you?
Linda: I gave her a teddy bear.

IV. Answers.

1. Look and tick (  ) or cross ( X ). See example.

1. 2. 3.

4. 5. 6.

2. Circle the different word.

1 – D 2 - C 3 – D 4 – A 5 – B
3. Match

1 – C 2 - D 3 – E 4 – A 5 – B
4. Choose the correct words to complete the sentences

1– writing 2 - bicycle 3 – danced/ sang 4 – candles
5. Read and write ONE or more words in the gap.

1 – birthday 2 - come 3 – was 4 – dictionary
was come birthday dictionary

 X



 X



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Week: 9 Date of teaching: Tuesday, November, 3rd

, 2015.

Period: 18th

UNIT 6

A VISIT TO THE ZOO
Lesson 1

VI. Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about what
people did at the zoo.

- Develop listening, reading and speaking skill.
VII. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
VIII. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IX. Languages focus :
 Vocabularies:

Took at the zoo, walked around, anything special, had a picnic lunch, animal show
 Sentence partern:

What did you do at the zoo?

We took pictures.

X. Procedures :

Time Steps/ Activities Work

arrangement
6’

10’

I. Warm- up

Ss sing the song We will go over the mountain from Unit 5..
II. Present the new lesson

IV. Look, listen and repeat.

- Focus Ss’ attention on the title of the unit, situations of
the lesson by pictures and the texts in the book.

- Ask Ss to identify the characters in the pictures

- Set the scene: “Nam’s class had a visit to the zoo in the
morning. Now Nga is asking him about the trip”

- Present new words (pictures):
 took us to the zoo

 walked around

 anything special
 had a picnic lunch

- Play the recording for Sts to listen

- Play the recording again for Sts to repeat sentence by
sentence.

- Divide the class into groups to take turns, then opened

T – whole class
T – whole class

Whole class

Individually

Groups

Write the phrase on the
board.

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10’

pairs and close pair practice
V. Point, ask and answer

- Set the context: “Imagine you went to the zoo yesterday.
We’re going to practice asking and answering questions 
about your visit to the zoo”

- Point and ask Ss to look at the picture, recall the
vocabulary and teach the new word: animal show

- Group the verbs into two columns on the board: one
column is the base form of the verbs and the other is the past
form. Get Ss to pay attention to the difference between the
verb form

- Model the task with the whole class
 Point to the girl in P.a and ask:
 What did you do at the zoo?
Class: We took pictures

 Repeat the step a few times

- Write the model on the board & get Ss to repeat
- Go through the task with the other pictures (focus on
pronunciation and fluency)

- Ask Sts to work in pair, asking and answering the
questions. Monitor the activity, check pronunciation and
offer Sts help when necessary.

- Ask some pairs to ask and answer in front of the class
while others observe and give comments (using the character
flashcards)

VI. Listen and tick

- Get Ss to look at the picture and tell them the purpose of
listening : You are going to listen and tick the correct picture
in each number

- Ask Ss to look at the pictures and guess what they
indicate.

- Run through all the pictures (using elicit qs)
- What’s this/ Who’s this/ …

Note:

1. a. two children at the zoo entrance 
 b. a girl watching a giraffe

c. a family at the lion enclosure
2. a. two children playing with a ball

b. two children walking around the zoo to see the animals
 c. two children going downtown

3. a. a sandwich and a loaf of bread
 b. a sandwich and a sausage
 c. a loaf of bread and sausage
4. a. a girl singing

T – whole class

Pair – work
T – whole class

T – whole class

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4’

b. a girl watching an elephant show
 c. a girl watching TV

- Do the first example with Ss.

- Play the recording 1st time for Ss to listen all the way 
through

- Play the recording 2nd time, pause after each part for Ss to
have sufficient time to select and tick the picture.

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for
correction

- Ask Ss to report the answers aloud to the class. The
others listen and give comments.

- Give feedback:

1 – a 2 – b 3 – c 4 - b

- Make some questions to check Ss’ comprehension
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ask Ss to select and draw one of the animals they like for
the class display in the next lesson.

Group work

Whole class

T – whole class

Week: 10 Date of teaching: Tuesday, November, 03rd

, 2015

Period: 19th

UNIT 6

A VISIT TO THE ZOO
Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly the verb – ending with
ed as in played, visited, watched; listen and number the pictures in the order they hear. 
- Develop listening, speaking and reading skills.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

* Phonics: played visited watched 
V. Procedures:

Time Steps/Activities Work

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5’

10’

7’

III. Warm up :

- Ss display their home-link drawings on the board.
- Ss play Slap the animals, using the pictures displayed.
IV. New lesson

1. Listen and repeat

- Have Ss open the book page 50, draw their attention to the
sound(s) of the letters ed in the words played , visited, watched
- Set the scene: “We are going to learn how to produce the

sound of letters ed in the word played , visited, watched 
Pronounce the sound of the letters ed a few times
- Get Ss to repeat the words a few times.

2. Listen and read together.

- Have Ss look at Picture on Page 50 and elicit their answers to
identify the animals in this section.

- Pre-teach the new vocabularies (write new words on the board
and get Ss to repeat them a few times)

 bent low
 goose
 moose
 stairs

- Set the context: A student went to an animal show at the zoo.
He wrote this poem at home after his visit to the zoo. You’re 
going to listen and clap the verbs ending with “ed”: one clap 
for “ed” pronounced as in “played”, two s for “ed”

pronounced as in “visited” and three clasp for “ed” 
pronounced as in “watched”

- Play recording; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each line
of the dialogues.

- Make sure Ss understand the instruction
- Ask Ss to guess all the complete words
- Do the first e.g with them

- Have the whole class read in chorus all the words in each
column.

Key:

T – whole class

T – Whole class

Individually

Pair – work

T – whole class

Individually
Group
T – whole class

T – whole class

Individually
Pair- work

T – whole class

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10’

 Watched: danced, looked, walked 
 Visited: painted, pointed, needed
 Played: stayed, climbed, numbered
4. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 51

- Set the scene: “you are going to hear a St talking about his
visit to the zoo. You should number the pictures in the order 
they hear”.

- Point to each picture and elicit the answer
What do you see in the Picture a/ b/ c/ d/ e?
P. a: a group of children at the elephant enclosure
P. b: children at a gorilla show

P. c: children at a lion show
P. d: children at a tiger show
P. e: two bears on the bikes

- Play the recording twice: once for Ss to listen all the way
through, once for them to do the task (notice Ss to focus on the
order of the text and the contextual information of each

picture)

- Have Ss trade their answers in pairs for correction
- Play it again for Ss to check their answers.

- Call some to report their answer to the class
Key: 1 – a; 2 – e; 3 – b; 4 – c; 5 – d
V. Summary and Home- link :

- Consolidate the content of the lesson.
- Ss learn to spell the animal words at home.

Individually

Pair- work

T – whole class

Week: 10 Date of teaching: Monday, November, 03rd

, 2015

Period: 20th

UNIT 6

A VISIT TO THE ZOO
Lesson 3

VI. Objectives :

- By the end of this lesson, Students will be able to:

 Ask and answer question about what one saw at an animal show;
 Read an animal story and write in the speed bubbles

 Develop speaking and listening skill.
VII. Teaching methods :

- Communicative method.

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VIII. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

IX. Language focus :

 Vocabulary : wake somebody up, catch, beg, too small, never, forget, net
 Sentence Patterns : What did you see at the animal show?

I saw a monkey riding a horse.
X. Procedures :

Time Steps/Activities Work

arrangement
6’

10’

IV. Warm up : 
Ss play the game.
V. New lesson .

5. Look, listen and repeat.

- Have Ss to look at the book at page 52 and draw their attention
on the pictures and the text.

- Get Ss to identify the characters in each pictures and read the
context sentence

- Set the context: Mai’s class had a visit to the zoo in the
morning. Now her brother Phong is asking her about the 
animal show.

- Pre-teach: (Write the words on the board and ask Ss to repeat a

few times)

 burning hoop

- Play the recording all the way through for Ss to listen the
dialogue.

- Play the recording again for Ss to repeat each line of the
dialogue a few times.

- Divide the class into groups to take turns to make the
conversation

6. Point, ask and answer.

- Set the scene: Imagine you went to see an animal show
yesterday. You saw many animal tricks.

- Ask Ss to read the example and elicit their prompts to complete
the speech bubbles.

- Write the question and answer on the board and get Ss to repeat
a few times.

- Recall and pre-teach the prompt under each picture
 P. a: a monkey riding a horse dancer

 P. b: a horse dancing
 P. c: a snake dancing

 P. d: a seal playing with a beach ball.

- Ask Ss to read the example and elicit their prompts to complete

T – whole class

Whole class
Individually

Groups

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10’

the speech bubbles (write the question and answer on the
board and ask Ss to repeat a few times)

- Model the task with the whole class

T: What did you see at the animal show?

Class: I saw two tigers jumping through burning hoop.
 - Repeat the step with picture a, b, c, d, e and f.

- Have Ss to practice in pairs pointing, asking and answering

- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus
to reinforce their pronunciation.

7. Read and number the pictures.(Choose one of 3 or 4)
- Ask Ss to look at the picture on P.53

- Set the context: you’re going to read an animal story. Can you
guess what the story about?

- Elicit and recall any vocabulary that Ss will need to understand
the text(Write the words on the board and Ss repeat a few
times)

 wake somebody up
 catch, beg, too small
 never

 forget
 net

- Read the passage, check Ss’ comprehension.

- Tell them that they should scan the information in the passage
that related to the picture and number the pictures in the order
of the events in the story.

- Ss read and number the pictures.

- Check if Ss understand the task. Do the first for example
- Give Ss sufficient time to do the task and move around to

monitor the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

8. Read the passage again. Write in the speech bubbles.
- Ask Ss to look at the pictures and guess what each animal would

say.

- Have Ss read the passage again and underline each saying in the
story. After that they relate each saying to the corresponding
picture.

- Do the first example with the Ss.

- Set the time and let Ss do the task individually. Move around the

Pair – work

T – whole class

Individually
Pair – work/
Group work
Whole class

T – whole class

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class to monitor the activity.

- Get a few Ss to complete the bubbles on the large – sized sheet
of paper. Others check the lines and get Ss to repeat each line
in the speech bubbles.

VI. Summary and Home link.

- Consolidate the content of this lesson

- Ss collect the name of animals they leant in the previous units.

T – whole class

Week: 11 Date of teaching: Monday, November, 03rd

, 2015

Period: 21st

UNIT 7. MY FAVOURITE SPORTS AND GAMES

Lesson 1

I/ Objectives:

By the end of the lesson, students will be able to ask and answer questions about one’s
favourite sports and games.

II/ Teaching aids: worksheet, tape recording

III/ Procedures:

Time Steps/Activities Work

arrangement
5’

5’

18’

I. Warmer:
Sing

II. Presentation

- Teach vocabulary about sports and games
1.Look, listen and repeat

- Teach sentence patterns
III. Practice

2. Point, ask and answer

What’s your favourite sport/game?
It’s _____. (sport/game)

3. Listen and tick

Answers: 1. a; 2. b; 3. c; 4. a.

- Joint the activity
- Listen

- Listen and repeat.
Take note

- Look at the
picture

- Listen and repeat
- Take note

- Point to the
character
- Work in pairs.
- Some pairs to
demonstrate the
task

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5’

2’

IV. Production
4. Talk

VI. Home work

- Review the lesson at home and prepare the next lesson

- Correct their
answers in partners
- Listen and check
answers

- Work in pairs to
ask and answer
questions about the
characters

- Some pairs to
demonstrate the
task

- Review the lesson
at home and prepare
the next lesson

Week: 11 Date of teaching: Monday, November, 10th

, 2015

Period: 22nd

UNIT 7: MY FAVOURITE SPORTS AND GAMES

Lesson 2

I/ Objectives:

By the end of the lesson, students will be able to pronounce correctly the sound of the
letters “ame” as in game and that of the letters “ate” as in skate, listen and number the pictures
as they listen

II/ Teaching aids: worksheet, tape recording

III/ Procedures:

Time Steps/Activities Work

arrangement
5’

5’

I. Warmer:

Noughts and crosses

II. Presentation

- Teach the sounds of the letters “ame”,and that of the letters “ate”
1.Listen and repeat

- Joint into the
activity

- Listen

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18’

5’
2’

III. Practice

2. Listen and read together

3. Group and say aloud
Answers:

Ame: name, same, frame.
Ate: gate, plate, date, late.

4. Listen and number

Answers: a. 6; b. 3; c. 4; d. 1; e. 2; f. 5.

IV. Production

5. Fun time (sing a song)
VI. Home work

- Review the lesson at home and prepare the next lesson

- Listen and repeat
- Listen and then
word in groups to
read together
- Look at the chart
and the word box
- Listen and repeat.
Then do the task
independently
- Check answers in
pairs.

- Listen and check
answers

- Read in chorus all
the words in each
column

- Look at the
pictures

- Listen and write
the number for
correct pictures
- Exchange and
compare their
answers with their
partners

- Listen and check
answers

- Sing a song

- Review the lesson
at home and prepare
the next lesson

Week: 12 Date of teaching: Monday, November, 10th

, 2015

Period: 23rd

UNIT 7: MY FAVOURITE SPORTS AND GAMES

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I/ Objectives:

By the end of the lesson, students will be able to ask and answer questions about how often
plays a sport or game, read a comprehension text on how to play hide-and-seek and write a description
on playing hide-and-seek

II/ Teaching aids: worksheet, tape recording
III/ Procedures:

Time Steps/Activities Work

arrangement

5’

8’

15’

I. Warmer:
Clap the board

II. Presentation
- Teach vocabulary
1.Look, listen and repeat

- Teach sentence patterns
III. Practice

2. Point, ask and answer
How often do you _____?
_______ (times)

3. Read and do the tasks
a. Tick Yes or No

Answers: 1. No; 2. Yes; 3. Yes; 4. No; 5. No

b. Read the passage again. Find the words which “they”, “his/her”,
and “he/she” refer to

4. Choose the right words to write

- Joint into the
game

- Listen

- Listen and repeat.
Take note

- Look at the
picture

- Listen and repeat
- Take note

- Point to the
picture

- Work in pairs.
- Some pairs to
demonstrate the
task

- Read the context
and tick Yes or No
independently
- Exchange and
compare their
answers with their
partners

- Listen and check
answers

- Listen

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5’

Answers: 1. play; 2. seeker; 3. five; 4. places; 5. players

IV. Production

5. Fun time (Charades)
VI. Home work

- Review the lesson at home and prepare the next lesson

- Read and choose
the right words
individually

- Read their writing
to the class

- Take note
- Joint into the
game

Week: 13 Date of teaching: Tuesday, November, 17th

, 2015

Period: 25th

UNIT 8

MY FAVOURITE BOOK
Lesson 1

I/ Objectives:

By the end of the lesson, students will be able to ask and answer questions about what book
one is reading.

II/ Teaching aids: worksheet, tape recording
III/ Procedures:

Time Steps/Activities Work

arrangement
5’

5’

18’

I. Warmer:
Sing

II. Presentation

- Teach vocabulary about books
1.Look, listen and repeat

- Teach sentence patterns

III. Practice

- Joint into the
activity

- Listen

- Listen and repeat.
Take note

- Look at the
picture

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5’

2’

2. Point, ask and answer
What book are you reading?
I’m reading _____. (book)

3. Listen and tick
Answers:

1. Nam: Aladdin and the Magic Lamp;
2. Mai: Snow White and the Seven Dwarfs;
3. Quan: Dragon;

4. Mary: The Starfruit Tree.
IV. Production

4. Talk

VI. Home work

- Review the lesson at home and prepare the next lesson

- Point to the
picture

- Work in pairs.
- Some pairs to
demonstrate the
task

- Listen and tick the
correct picture
- Correct their
answers in partners
- Listen and check
answers

- Work in pairs to
ask and answer
questions about the
pictures

- Some pairs to
demonstrate the
task

- Review the lesson
at home and prepare
the next lesson

Week: 13 Date of teaching: Tuesday, November, 17th

, 2015

Period: 25th

UNIT 8

MY FAVOURITE BOOK
Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the
letters a in the words watermelon and that of the letters a as in dragon

- Listen and number the pictures in the order they hear.
- Develop listening, speaking and reading skills.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

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* Phonics: watermelon dragon 
V. Procedures:

Time Steps/Activities Work

arrangement
5’

5’

10’

7’

10’

VI. Warm up :

- Ss display their home-link on the board.

- Ss ask and answer questions about the books displayed,
using the questions they have learnt so far.

VII. New lesson

1. Listen and repeat

- Have Ss open the book page 64, draw their attention to the
sound(s) of the letters a in the words watermelon and that of

the letters a as in dragon

- Get Ss to repeat the words a few times.
2. Listen and read together.

- Have Ss look at Picture on Page 64 and elicit the names of the
characters in each picture and guess what the dialogues are
about.

- Set the context: You are going to listen two dialogues. Clap the
words in focus: one clap for the word with a as in the words 
watermelon and two claps for the word with a as in dragon
- Play recording; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each line
of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Device the class into four groups for competition

3. Group and say aloud

- Ask Ss to look at the book at P.64. Get Ss to look at the chart
and the word box

- Check if they understand the activity and the meaning of the
focused words.

- Get Ss to guess all the complete words and do the first
example

- Set the time and let Ss do the task
- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

4. Listen and number.

- Ask Ss to look at Picture a, b, c and d on page 65

- Set the scene: “This is an interview with four Ss at Binh Minh

T – whole class

T – Whole class

Individually
Pair – work
T – whole class

T – whole class
Individually
Group

T – whole class

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3’

Primary School. The interviewer wants to know the books 
that these Ss often read in their free time. You are going to 
listen to listen and number the books.”

- Point to each picture and elicit the answer
What do you see in the Picture a/ b/ c/ d
P. i: Aladdin and the Magic Lamp
P. b:The Legend of Watermelon
P. c: The Starfruit Tree

P. d: Ali Baba and The Forty Thieves.

- Have Ss trade their answers in pairs for correction
- Play it again for Ss to check their answers.

- Call some to report their answer to the class
Key: 1 – b 2 – d 3 – a 4 – c
VIII. Summary and Home- link :

- Consolidate the content of the lesson.

- Ss draw a table with two columns: one for the title of the stories
they have read and one for the main character’ s name in each
book for the class display in the next lesson

Individually
Pair- work

T – whole class

Week: 13 Date of teaching: Tuesday, November, 17tht

, 2015

Period: 26th

UNIT 8

MY FAVOURITE BOOKS
Lesson 3

XI. Objectives :

- By the end of this lesson, Students will be able to:

 Ask and answer question about what a story character is like

 Read a comprehension text on a favourite character and write about a favourite book character.
 Develop speaking and listening skill.

XII. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

XIII. Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

XIV. Language focus :

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 Sentence Patterns : What is Son Goku like?
He’s intelligent and brave.

XV. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

VII. Warm up :

- Ss display their home- link work.

- Ss ask and answer questions about the books and

characters displayed, using the language they have learnt.
VIII. New lesson .

9. Look, listen and repeat.

- Have Ss to look at the pictures on page 66 and read the
lines in each picture.

- Point to each picture and elicit the names of characters and
the location.

- Set the context: Mai and Tony are in the library. They are
looking for some story books. You are going to hear them 
talking about these books.

- Recall the familiar vocabulary and teach the new word:
 main character

 brave
 intelligent

- Play the recording all the way through for Ss to listen the
text.

- Play the recording again for Ss to repeat each line a few
times.

- Divide the class into groups to take turns to make the
conversation

10. Point, ask and answer.

- Draw Ss’ attention to the picture on the right of the
example. Point to the picture of Son Goku and ask Ss to
read the example.

- Set the scene: Imagine you are reading this book. Let’s
practice talking about the character in this book

- Ask Ss to read the example and elicit their prompts to
complete the speech bubbles.

- Write the question and answer on the board and get Ss to
repeat a few times.

- Recall and pre-teach the prompt under each picture
 brave

 intelligent
 patriotic
 clever

T – whole class

Whole class

Individually

Groups

T – whole class
Get Ss to repeat the

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10’

 brilliant
 good-natured
 miserable

- Ask Ss to read the example and elicit their prompts to
complete the speech bubbles (write the question and
answer on the board and ask Ss to repeat a few times)
- Model the task with the whole class

T: What’s Thanh Giong like?
Class: He’s brave and patriotic..

- Repeat the step with picture a, b, c, d and e.

- Have Ss to practice in pairs pointing, asking and answering
- Monitor the activity, check the pronunciation (sound,

assimilation of sound and intonation) and offer help when
necessary.

- Call on some pairs to perform the task at the front of the
class. Others observe and comment.

- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.

11. Read and do the task.(Choose one of 3 or 4)
- Ask Ss to look at the picture on P.67

- Set the context: you’re going to a passage and do the task
that follow.

- Recall the familiar vocabulary and teach the key words to
understand the passage: (Write the words on the board
and Ss repeat a few times)

 free
 e – book 
 case
 detective
 series
 change
 fight

 organization

- Read the passage, check Ss’ comprehension.

- Tell them that they should scan the information in the
passage to do the task 1.

- Check if Ss understand the task. Do the first for example
- Give Ss sufficient time to do the task and move around to

monitor the activity.

- Have Ss to check their answers in pairs before call some Ss
to report the answer to the class.

Answers: 1. Yes 2. No 3. Yes 4. Yes 5. No
12. Write about your favourite book.

- Ask Ss to open the book on P. 68 and draw their attention

Pair – work

T – whole class

Individually
Pair – work/
Group work
Whole class

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10’

5’

to the passage. Tell Ss the writing purpose: You are going

to read and complete a passage about your favourite book 
with support from the guide.

- Do the first example with the class. Write the wrting frame
on the board and elicit Ss’ answer to complete the passage.
- Set the time and let Ss do the task individually. Move

around the class to monitor the activity.

- Get a few Ss to complete the bubbles on the large – sized
sheet of paper. Others check the lines and get Ss to repeat
each line in the speech bubbles.

IX. Summary and Home link.

- Consolidate the content of this lesson

- Ss practice miming their favourite sports and games at
home for the class performance in the next lesson.

T – whole class

Week: 14 Date of teaching: Tuesday, November, 24th , 2015 
Period: 27th

UNIT 9

OUR TEACHER’S DAY

Lesson 1

I. Objectives :

- By the end of this lesson, students will be able to ask and answer the questions about the date of
Teacher’s Day in some countries.

- Develop listening, reading and speaking skill.
II. Teaching methods :

- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.
III. Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IV. Languages focus :
 Vocabularies:

Wear, bested clothes, celebrate, special event, celebration
 Sentence patterns:

When is Teacher’s Day in Malaysia?
It’s on May 16th.

V. Procedures :

Time Steps/ Activities Work

arrangement

6’ I. Warm- up

- Ss display their home-link pictures from Unit 8.

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10’

- Ss play the game “Slap the board”, using the displayed
pictures

II. Present the new lesson
1. Look, listen and repeat.

- Focus Ss’ attention on the title of the unit and the pictures.
- Ask Ss to identify the characters in the pictures

- Set the context: “you are going to hear Zack, Mai and Mei
Mei talking about Teacher’s Day in some countries.”
- Recall how to say the date: November 20th, May 16th and

September 10th.

- Present new words (pictures):
 wear

 best clothes
 celebrate

- Play the recording for Ss to listen

- Play the recording again for Sts to repeat sentence by
sentence.

- Divide the class into groups to take turns, then opened
pairs and close pair practice

2. Point, ask and answer

- Draw Ss’ attention to the world map and the date chart in
this section.

- Point to the word map and ask Ss to read the name of the
countries in focus.

- Set the context: “You are going to practice asking and
answering questions about the dates of Teacher’s Day in
some countries.”

- Ask Ss to read example and elicit their prompts to
complete the bubbles.

- Write the question and answer on the board and get Ss to

repeat them a few times.

- Point to each row on the date chart and get Ss to repeat the
name of the countries and the dates a few times.

- Model the task with the whole class
 Point to Australia on the chart and ask:

When is Teacher’s Day in Australia?
Class: It’s on the last Friday of October
 Repeat the step a few times.

- Go through the task with the other pictures (focus on
pronunciation and fluency)

- Ask Sts to work in pair, asking and answering the
questions. Monitor the activity, check pronunciation and
offer Ss help when necessary.

T – whole class
Whole class

Individually
Pairs

T – whole class

Pair – work
T – whole class
Write them on the board and get Ss to say

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10’

4’

- Ask some pairs to ask and answer in front of the class
while others observe and give comments (using the
character flashcards)

3. Listen and circle

- Get Ss to look at the date provided on P. 70 and guess what
they are going to hear about.

- Set the context: “ You are going to hear a passage about
the dates of Teacher’s Day in some countries. You should 
listen and circle the appropriate dates.”

- Pre-teach the key words:
 celebrate

 special event
 celebration

- Play the recording 1st time for Ss to listen all the way 
through

- Play the recording 2nd time, pause after each part for Ss to 
have sufficient time to select and tick the picture.

- Play it again for Ss to check their answer

- Ss trade their answers within pairs or groups for correction
- Ask Ss to report the answers aloud to the class. The others

listen and give comments.

- Give feedback: 1 – c 2 – c 3 – a 4 - a
- Make some questions to check Ss’ comprehension
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ask Ss to select, copy and colour a flag for the class
display in the next lesson.

T – whole class

Individually
Pair – work/
Group work

Whole class

T – whole class

Week: 14 Date of teaching: Tuesday, December, 24th , 2015 
Period: 28th

UNIT 9

OUR TEACHER’S DAY
Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the
letters rd in the words card and that of the letters st as in just

- Listen and number the pictures in the order they hear.
- Develop listening, speaking and reading skills.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids:

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- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

* Phonics: card just
V. Procedures:

Time Steps/Activities Work

arrangement

5’

10’

7’

I. Warm up : 
* Chatting

- Ask Sts to ask and answer questions about the flags, the
country names and the dates of Teacher’s Day in some
countries

- Listen and correct their mistakes
II. New lesson

1. Listen and repeat

- Have Ss open the book page 71, look at the words card, just
and notice the letter colored differently in both words.

- Produce the sounds of the letters rd in the word card and the
letter st in the word just

- Ask Ss to say what they think about when they hear the
sound

- Play the recording all the way through for Ss to listen while

they are reading the words in their books

- Get Sts to repeat the words a few times
2. Listen and read together.

- Have Ss look at picture on page 71. Ask Sts to read the lines
on the cards and the poem. Check Sts’ comprehension.
- Ask Sts to read the poem and teach vocabulary:

 look forward
 arrive

 devoted
 helpful

- Check vocabulary: what and where

- Set the context: You are going to hear the poem and clap the
words: one clap for the words with “rd”pronunced and two 
claps for the words with “st” pronounced.

- Play the recording all the way through for Ss to listen while
they are reading

- Have Ss practice the text in groups and clap the syllables
- Ask Ss to read each sentence and repeat each line a few times
- Divide class into two groups to take turns to say and clap the

lines

- Call on a few groups to perform the task in front of the class
3. Group and say aloud

- Get Sts to look at the chart and the word box. Say: You are
going to group the words according to the pronunciation of 
their “rd” and “st”. Say each word and get Sts to repeat it a

T – whole class

T – Whole class

Individually
Pair – work
T – whole class

T – whole class

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8’

3’

few times.

- Do the first example with the class
- Set time and let Sts do the task in groups
- Ask Sts to check their answers in groups
- Call on some Sts to report their answers

Card

/kɑ:d/ /dʤʌst/Just

third fist

board honest

forward breakfast

bird August

- Have the whole class read in chorus all the completed words.
4. Listen and number.

- Have Ss look at Pictures on page 72. Ask them to say what
they see.

- T asks Ss to work in pairs to guess.

- Ask Ss to listen to the recording and match the information
they hear to the pictures and number the pictures.

- 1st:Play the recording all the way through for Ss to listen
while they are looking the pictures in their books

- 2nd: play the recording for Ss to listen and number.
- 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction
- Ask some questions to ensure Ss’ comprehension of the

listening text.

Answers: 1 – c; 2 – d; 3 – a; 4 – b; 5- e
III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ss make and decorate a card for Teacher’s Day to display in
their classroom in the next lesson.

Group

T – whole class

Individually
Pair- work
T – whole class

T – whole class

Week: 15 Date of teaching: Tuesday, December, 1st , 2015
Period: 29th

UNIT 9: OUR TEACHER’S DAY
Lesson 3

I.

Objectives :

- At the end of the period, Students will be able to express and respond to wishes

- Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school
- Write a card for Teacher’s Day

- Develop four skills.

II.

Teaching methods :
- Communicative method.

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 + Ask and answer.

III.

Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

X. Language focus :

 Vocabulary : head teacher, deliver a speech, honour, exciting, memorable
 Sentence Patterns : These flowers are for you.

o Thank you.

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Time Steps/Activities Working
arrangement
2’

8’

12’

I. Warm up

Ask Sts to read the poem “ To Our Teacher” together on page71
Listen and check pronunciation

Introduces the new lesson.
II. New lesson.

1. Look, listen and repeat

- Ask Ss to look at each picture on page 73 and set the context:

The Sts in Miss Hien’s class are celebrating Vietnamese 
Teacher’s Day. They have a present for Miss Hien

- Pre- teach the new words:

+ Happy Teacher’s Day

- Write the words on the board and repeat

- Play the recording for Sts to read each line in the pictures and
check Ss’ comprehension at times, using English and

Vietnamese when necessary.

- Play the tapes for Sts to listen and repeat

- Call some pairs to practice in front of class and check Sts’
pronunciation.

2. Point, ask and answer

- Have Ps look at the prompts under each picture on page 73.
Get them to repeat each prompt a few times and say: You are 
going to practise expressing wishes and responding to or 
replying wishes. Imagine you are the Sts in Miss Hien’s 
class.

- Ask Sts to read the example
- Model the task: Point to picture a:
- The class has got a story book for you.
- Class: Thank you.

- Give the usage and meaning of model

- Call on some pairs to perform the task at the front of the
class.

- Ask Sts to ask and answer about their future jobs in pairs
- Have the whole class repeat all the phrases to reinforce their

T – whole class

Whole class

Individually
Groups

T – whole class

Pair – work
T – whole class

T – whole class
_______ for you!

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Week: 15 Date of teaching: Tuesday, December, 1st , 2015
Period: 30th

UNIT 10: HOW I LEARN ENGLISH
Lesson 1:

I.

Objectives :

- By the end of this lesson, students will be able Ask and answer about one’s favourite school
subject

- Listen and tick the correct pictures
- Develop listening and speaking skills.

II.

Teaching methods :
- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.

III.

Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IV.

Languages focus :
 Vocabularies:

translator, difficult, mathematician, spoken English, pianist
 Sentence patterns:

What subject do you like best?

- Science.

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Time Teacher’s activities Working
arrangement

5’

10’

I. Warm up

- Ask Sts to sing the song My Dear Teacher from Unit 9 on page

- Ask Sts to sing in groups

- Call on some groups to sing at the class
- Check their pronunciation

II. New lesson

1. Look, listen and repeat

- Ask Ss to look at the pictures to identify the characters in each
picture on page 76

- Set the context: You are going to hear Tony, Phong, Mai and 
Mei Mei talking about the subjects they like learning.

- Pre- teach the new vocabulary:
 Translator

 difficult

- Play the recording for Sts to read each line in each picture and
check Ss’ comprehension at times, using English and

Vietnamese to help Sts understand the context.

T – whole class

Whole class

Individually

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Week: 16 Date of teaching: Tuesday, December, 8th , 2015 
Period: 31st

UNIT 10

HOW I LEARN ENGLISH
Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the
letters ou in the words count and that of the letters ow as in how

- Listen and number the pictures in the order they hear.
- Develop listening, speaking and reading skills.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

* Phonics: count how
V. Procedures:

Time Steps/Activities Work

arrangement
5’

5’

10’

I. Warm up :

- Ss display their home-link on the board.

- Ss ask and answer questions about the books displayed,
using the questions they have learnt so far.

II. New lesson
1. Listen and repeat

- Have Ss open the book page 64, draw their attention to the
sound(s) of the letters ou in the words count and that of the
letters ow as in how

- Get Ss to repeat the words a few times.
2. Listen and read together.

- Have Ss look at Picture on Page 78 and elicit the names of
the characters in each picture and guess what the dialogues
are about.

- Set the context: You are going to listen two dialogues. Clap
the words in focus: one clap for the word with ou as in the 
words count and two claps for the word with ow as in how
- Play recording; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each

T – whole class

T – Whole class

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7’

10’

3’

line of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Device the class into four groups for competition

3. Group and say aloud

- Ask Ss to look at the book at P.78. Get Ss to look at the chart
and the word box

- Check if they understand the activity and the meaning of the
focused words.

- Get Ss to guess all the complete words and do the first
example

- Set the time and let Ss do the task
- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

4. Listen and complete.

- Ask Ss to look at the chart on page 79. Draw their attention to
the chart of character names and the school subjects and
guess what they are going to hear.

- Set the scene: “You are going to hear Alex, Tony, Linda and
Lucy talking about their favourite school subjects. Listen and
complete the chart with the subject corresponding to each 
speaker.”

- Recall the familiar vocabulary (Maths, Art, Music, Science)
and teach the new words:

 Artist
 I can see.

- Play the recording twice: once for Ss to listen all the way
through, once for them to select the words on the top row to
complete the chart.

- Have Ss trade their answers in pairs for correction
- Play it again for Ss to check their answers.

- Call some to report their answer to the class
Key:

Alex Maths

Tony Science

Linda Art

Lucy Music

III. Summary and Home- link :

- Consolidate the content of the lesson.

- Ss make sentences with the words from the crossword puzzle
to display in the classroom in the next lesson

T – whole class
Individually
Group

T – whole class

Individually
Pair- work

T – whole class

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Week: 16 Date of teaching: Tuesday, December 8th, 2015
Period: 32nd

UNIT 10

HOW I LEARN ENGLISH
Lesson 3

I. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer questions about how one learns English.

 Read a comprehension text on how someone learns English and write a description of how one
learns English.

 Develop speaking and listening skill.
II. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

III. Teaching aids :

- Teacher’s aids: audio CD, poster, flashcards.
- Students’ aids: book, notebook, workbook.
IV. Language focus :

 Vocabulary : practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join
 Sentence Patterns : How do you learn to speak English?

I practice speaking English every day.
V. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

I. Warm up :

- Ss display their home- link work.

- Ss read, ask and answer questions about the writing.
II. New lesson .

1. Look, listen and repeat.

- Have Ss to look at the pictures on page 80 and read the context
sentence.

- Point to each picture and elicit the names of characters and what
they are talking about.

- Set the context: You are going to hear Tony asking Mai about
her way of learning English.

- Read the line in each picture, pausing at times to check students’
comprehension. Explain the phrase:

 practise speaking
 Practice writing

- Play the recording all the way through for Ss to listen the text.
- Play the recording again for Ss to repeat each line a few times.
- Divide the class into groups to take turns to make the conversation
2. Point, ask and answer.

T – whole class

Whole class

Individually

Groups
Get Ss to make a few sentences

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10’

- Draw Ss’ attention to the example and set the context: You are
going to practice talking about your way of learning English. 
- Ask Ss to read the example and elicit their prompts to complete the

speech bubbles.

- Write the question and answer on the board and get Ss to repeat a
few times.(Focus on pronunciation and fluently)

- Get Ss to repeat each prompt under each picture.
- Recall and pre-teach the new words

 vocabulary
 grammar
 pen friend

- Model the task with the whole class
T: How do you learn English?

Class: I watch cartoons on TV.

- Repeat the step with picture a, b, c and d.

- Have Ss to practice in pairs pointing, asking and answering

- Monitor the activity, check the pronunciation (sound, assimilation
of sound and intonation) and offer help when necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to
reinforce their pronunciation.

3. Read and do the task.(Choose one of 3 or 4)

- Ask Ss to look at the picture on P.81. Get them to read the title and
guess what they are going to read about. Point to the pictures and
elicit Ss’ answer to identify the characters(Nam, Mai), the location
and what they are doing

- Set the context: you’re going to read a passage on some way of
learning English and do the task that follow.

- Let’s Ss a few seconds to read through the task.

- Recall the familiar vocabulary and teach the key words to
understand the passage: (Write the words on the board and Ss
repeat a few times)

 maybe
 join

- Read the passage, check Ss’ comprehension.

- Tell them that they should scan the information in the passage to
do the task .

- Check if Ss understand the task. Do the first for example

- Give Ss sufficient time to do the task and move around to monitor
the activity.

- Have Ss to check their answers in pairs before call some Ss to
report the answer to the class.

Answers

T – whole class

Pair – work

T – whole class

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10’

5’

Task 1 1. No 2. No 3. No 4. No 5. Yes

Task 2 INam sheMai

them new words
They  Tony, Tom, Linda

4. Write about how you learn English.

- Ask Ss to open the book on P. 82 and get them read the guiding
questions.

- Check their comprehension.

- Tell Ss the writing purpose: You are going to write about your
way of learning English.

- Point to the questions and say: You should read the guiding
questions and write your own answers

- Do the first example with the class. Write the writing frame on the
board and elicit Ss’ answer to complete the passage.

- Set the time and let Ss do the task individually. Move around the
class to monitor the activity.

- Get a few Ss to complete the bubbles on the large – sized sheet of
paper. Others check the lines and get Ss to repeat each line in the
speech bubbles.

III. Summary and Home link.

- Consolidate the content of this lesson

- Ss write sentences, describing how they learn English (speak,
listen, read and write) for the class performance in the next lesson.

Whole class

T – whole class
Whole class

Individually
T – whole class

T – whole class

Week: 15 Date of teaching: Tuesday, December 15th, 2015
Period: 29th

UNIT 9: OUR TEACHER’S DAY
Lesson 3

IV.

Objectives :

- At the end of the period, Students will be able to express and respond to wishes

- Read a comprehension text on the celebration of Teacher’s Day in a Vietnamese primary school
- Write a card for Teacher’s Day

- Develop four skills.

V.

Teaching methods :
- Communicative method.

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 + Work in groups, discuss.
 + Ask and answer.

VI.

Teaching aids :

- Teacher’s aids: audio CD, pictures, poster, flashcards.
- Students’ aids: book, notebook, workbook.

XII. Language focus :

 Vocabulary : head teacher, deliver a speech, honour, exciting, memorable
 Sentence Patterns : These flowers are for you.

o Thank you.

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Time Steps/Activities Working 
arrangement
2’

8’

12’

IV. Warm up

Ask Sts to read the poem “ To Our Teacher” together on page71
Listen and check pronunciation

Introduces the new lesson.
V. New lesson.

5. Look, listen and repeat

- Ask Ss to look at each picture on page 73 and set the context: The 
Sts in Miss Hien’s class are celebrating Vietnamese Teacher’s 
Day. They have a present for Miss Hien

- Pre- teach the new words:

+ Happy Teacher’s Day

- Write the words on the board and repeat

- Play the recording for Sts to read each line in the pictures and
check Ss’ comprehension at times, using English and Vietnamese
when necessary.

- Play the tapes for Sts to listen and repeat

- Call some pairs to practice in front of class and check Sts’
pronunciation.

6. Point, ask and answer

- Have Ps look at the prompts under each picture on page 73. Get
them to repeat each prompt a few times and say: You are going to 
practise expressing wishes and responding to or replying wishes. 
Imagine you are the Sts in Miss Hien’s class.

- Ask Sts to read the example
- Model the task: Point to picture a:
- The class has got a story book for you.
- Class: Thank you.

- Give the usage and meaning of model

- Call on some pairs to perform the task at the front of the class.
- Ask Sts to ask and answer about their future jobs in pairs
- Have the whole class repeat all the phrases to reinforce their

pronunciation.

T – whole class

Whole class

Individually
Groups

T – whole class

Pair – work

T – whole class

T – whole class
_______ for you!

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Week: 15 Date of teaching: Tuesday, December 15th, 2015
Period: 30th

UNIT 10: HOW I LEARN ENGLISH
Lesson 1:

VI.

Objectives :

- By the end of this lesson, students will be able Ask and answer about one’s favourite school
subject

- Listen and tick the correct pictures
- Develop listening and speaking skills.

VII.

Teaching methods :
- Communicative approach.
- Techniques:

+ Ask and answer (say individually)
+ Work in pairs/ groups.

+ Discuss.

VIII.

Teaching aids :

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.

IX.

Languages focus :
 Vocabularies:

translator, difficult, mathematician, spoken English, pianist
 Sentence patterns:

What subject do you like best?

- Science.

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Time Teacher’s activities Working 
arrangement
5’

10’

IV. Warm up

- Ask Sts to sing the song My Dear Teacher from Unit 9 on page 75
- Ask Sts to sing in groups

- Call on some groups to sing at the class
- Check their pronunciation

V. New lesson

4. Look, listen and repeat

- Ask Ss to look at the pictures to identify the characters in each
picture on page 76

- Set the context: You are going to hear Tony, Phong, Mai and Mei 
Mei talking about the subjects they like learning.

- Pre- teach the new vocabulary:
 Translator

 difficult

- Play the recording for Sts to read each line in each picture and check

T – whole
class

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Week: 16 Date of teaching: Tuesday, December 22th , 2015 
Period: 31st

UNIT 10

HOW I LEARN ENGLISH
Lesson 2

I. Objectives:

- By the end of this lesson, Students will be able to pronounce correctly to the sound(s) of the
letters ou in the words count and that of the letters ow as in how

- Listen and number the pictures in the order they hear.
- Develop listening, speaking and reading skills.

II. Teaching methods:
- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
III. Teaching aids:

- Teacher’s aids: Tape cassette, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.

IV. Languages focus:

* Phonics: count how
V. Procedures:

Time Steps/Activities Work

arrangement
5’

5’

10’

IX. Warm up :

- Ss display their home-link on the board.

- Ss ask and answer questions about the books displayed,
using the questions they have learnt so far.

X. New lesson

1. Listen and repeat

- Have Ss open the book page 64, draw their attention to the
sound(s) of the letters ou in the words count and that of the
letters ow as in how

- Get Ss to repeat the words a few times.
2. Listen and read together.

- Have Ss look at Picture on Page 78 and elicit the names of the
characters in each picture and guess what the dialogues are
about.

- Set the context: You are going to listen two dialogues. Clap the
words in focus: one clap for the word with ou as in the words 
count and two claps for the word with ow as in how

- Play recording; stop at times to check Ss’ comprehension.
- Have Ss repeat each line in the dialogues

- Model and get Ss to clap in the same way then repeat each line

T – whole class

T – Whole class

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7’

10’

3’

of the dialogues.

- Play the recording twice: once for Ss to listen all the way
through and once for them to clap at the focused words.
- Device the class into four groups for competition

3. Group and say aloud

- Ask Ss to look at the book at P.78. Get Ss to look at the chart
and the word box

- Check if they understand the activity and the meaning of the
focused words.

- Get Ss to guess all the complete words and do the first
example

- Set the time and let Ss do the task
- Ss check their answer in pairs.

- Call some Ss to report their answers to the class

- Have the whole class read in chorus all the words in each
column.

5. Listen and complete.

- Ask Ss to look at the chart on page 79. Draw their attention to
the chart of character names and the school subjects and guess
what they are going to hear.

- Set the scene: “You are going to hear Alex, Tony, Linda and
Lucy talking about their favourite school subjects. Listen and 
complete the chart with the subject corresponding to each 
speaker.”

- Recall the familiar vocabulary (Maths, Art, Music, Science) and
teach the new words:

 Artist
 I can see.

- Play the recording twice: once for Ss to listen all the way
through, once for them to select the words on the top row to
complete the chart.

- Have Ss trade their answers in pairs for correction

- Play it again for Ss to check their answers.

- Call some to report their answer to the class
Key:

Alex Maths

Tony Science

Linda Art

Lucy Music

XI. Summary and Home- link : 
- Consolidate the content of the lesson.

- Ss make sentences with the words from the crossword puzzle to
display in the classroom in the next lesson

T – whole class
Individually
Group

T – whole class

Individually
Pair- work

T – whole class

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Week: 16 Date of teaching: Tuesday, December 22th, 2015
Period: 32nd

UNIT 10

HOW I LEARN ENGLISH
Lesson 3

XVI. Objectives :

- By the end of this lesson, Students will be able to:
 Ask and answer questions about how one learns English.

 Read a comprehension text on how someone learns English and write a description of how one
learns English.

 Develop speaking and listening skill.
XVII. Teaching methods :

- Communicative method.

- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.

XVIII. Teaching aids :

- Teacher’s aids: audio CD, poster, flashcards.

- Students’ aids: book, notebook, workbook.
XIX. Language focus :

 Vocabulary : practice + speaking/ writing…, vocabulary, grammar, pen friend, maybe, join
 Sentence Patterns : How do you learn to speak English?

I practice speaking English every day.
XX. Procedures :

Time Steps/Activities Work

arrangement
5’

10’

XIV. Warm up :

- Ss display their home- link work.

- Ss read, ask and answer questions about the writing.
XV. New lesson .

13. Look, listen and repeat.

- Have Ss to look at the pictures on page 80 and read the context
sentence.

-Point to each picture and elicit the names of characters and what
they are talking about.

- Set the context: You are going to hear Tony asking Mai about her
way of learning English.

-Read the line in each picture, pausing at times to check students’
comprehension. Explain the phrase:

practise speaking
Practice writing

- Play the recording all the way through for Ss to listen the text.

T – whole class

Whole class

Individually
Get Ss to make a few sentences

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10’

- Play the recording again for Ss to repeat each line a few times.
- Divide the class into groups to take turns to make the conversation
14. Point, ask and answer.

-Draw Ss’ attention to the example and set the context: You are

going to practice talking about your way of learning English. 
-Ask Ss to read the example and elicit their prompts to complete the

speech bubbles.

-Write the question and answer on the board and get Ss to repeat a 
few times.(Focus on pronunciation and fluently)

-Get Ss to repeat each prompt under each picture.
-Recall and pre-teach the new words

vocabulary
 grammar
pen friend

-Model the task with the whole class
T: How do you learn English?
Class: I watch cartoons on TV.

- Repeat the step with picture a, b, c and d.

- Have Ss to practice in pairs pointing, asking and answering

- Monitor the activity, check the pronunciation (sound, assimilation
of sound and intonation) and offer help when necessary.

- Call on some pairs to perform the task at the front of the class.
Others observe and comment.

- Have the whole class repeat the question and answer in chorus to

reinforce their pronunciation.

15. Read and do the task.(Choose one of 3 or 4)

-Ask Ss to look at the picture on P.81. Get them to read the title and 
guess what they are going to read about. Point to the pictures and
elicit Ss’ answer to identify the characters(Nam, Mai), the location
and what they are doing

-Set the context: you’re going to read a passage on some way of 
learning English and do the task that follow.

-Let’s Ss a few seconds to read through the task.

-Recall the familiar vocabulary and teach the key words to 
understand the passage: (Write the words on the board and Ss
repeat a few times)

maybe
join

-Read the passage, check Ss’ comprehension.

-Tell them that they should scan the information in the passage to do 
the task .

-Check if Ss understand the task. Do the first for example

-Give Ss sufficient time to do the task and move around to monitor 
the activity.

Groups

T – whole class

Pair – work

T – whole class

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10’

5’

-Have Ss to check their answers in pairs before call some Ss to report
the answer to the class.

Answers
Task

1

6. No 7. No 8. No 9. N

10.
Yes
Task

2

INam sheMai

them new words
They  Tony, Tom, Linda

16. Write about how you learn English.

-Ask Ss to open the book on P. 82 and get them read the guiding 
questions.

-Check their comprehension.

-Tell Ss the writing purpose: You are going to write about your way 
of learning English.

-Point to the questions and say: You should read the guiding 
questions and write your own answers

-Do the first example with the class. Write the writing frame on the 
board and elicit Ss’ answer to complete the passage.

-Set the time and let Ss do the task individually. Move around the 
class to monitor the activity.

-Get a few Ss to complete the bubbles on the large – sized sheet of 
paper. Others check the lines and get Ss to repeat each line in the
speech bubbles.

XVI. Summary and Home link.

- Consolidate the content of this lesson

- Ss write sentences, describing how they learn English (speak,
listen, read and write) for the class performance in the next lesson.

Group work

Whole class

T – whole class
Whole class

Individually
T – whole class

T – whole class

Week: 17 Date of teaching: Tuesday, December 29th, 2015
Period: 33th

REVIEW 2
I/ Objectives:

By the end of the lesson, students will be able to revise the topics, the language
competences, the language knowledge and the language skill they have learnt from Unit 6 to
Unit 10

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III/ Procedures:

Time Contents T’s activities Ss’ activities
5’

5’

18’

I. Warmer:
Slap the board

II. Presentation
- Topics

- Language competences

- Language knowledge (phonics,
vocabulary, sentence patterns)
III. Practice

I/ VOCABULARY AND SPELLING
1. Choose the letters that complete
the words blow. Then read the words
aloud.

Answer: a. skate; b. dragon; c. name;
d. water; e. first; f. cloud; g. tower; h.
card; i. jumped; j. painted; k. danced.

2. Complete the sentences.
Answer: a. visited; b. jumped; c.
explored; d. skated; e. game; f. Happy;
g. story; h. post office; i. card; j.
English.

3. Groups the words of the same
group

Answer:

Animal: giraffe; kangaroo; snake; lion;
deer.

Sport & Game: volleyball; karate;
Bingo; Farm Town; basketball;
swimming.

Book: Case Closed; Dragon Balls; The
Legend of Watermelon; Snow White
and the seven Dwarfs; The Starfruit

- Gets students to joint the
activity

- Introduces the new lesson.
- Helps students to revise
the topic, the language
competences, the language
knowledge

- Asks students to complete
each word under the picture
using the letters in this
chart individually.
- Asks some students to
read aloud the words to the
class

- Provides the answers and
explanations

- Asks students to write the
missing letters to complete
the sentences.

- Asks some students to
read their sentences to the
class

- Provides the answers and
explanations

- Asks students to look at
the chart and the word box.
- Says each word and gets
students to repeat. Then lets
students do the task

independently

- Asks students to check
their answers in pairs.
- Plays the tape for students
to listen and tick the correct
answers

- Asks students to exchange
their answers with their
partners

- Joint the activity
- Listen

- Revise the
topic, the
language

competences, the
language

knowledge

- Complete each
word under the
picture using the
letters in this chart
individually.
- Read aloud the
words to the class

- Listen and check
answers

- Write the missing
letters to complete
the sentences.
- Read their
sentences to the
class

- Listen and check
answers

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Tree

II/ LISTENING
1. Listen and tick

Answer: 1.b; 2.c; 3. b; 4. a; 5. a.

2. Listen and number

Answer: a. 3; b. 4; c. 1; d. 5; e. 2.

III/ READING AND WRITING
1. Draw a line to match each question
to the answer.

Answer: 1. e; 2. d; 3. a; 4. g; 5. b; 6.c;
7. f.

2. Read and do the tasks.
Answer:

a. Tick T( True) or F (False): 1. F; 2.
T; 3. T; 4. T.

b. Write short answers:
 1. From the market.

2. Another dog carrying a much 
bigger bone.

3. He wanted to get the bigger bone.
IV/ SPEAKING

1. The following pictures describe a
trip to the zoo. With a partner, ask and
answer questions about what happens
in each picture.

Answer: 1. The children are getting on

- Provides the answers and
explanations

- Asks students to look at
the pictures

- Plays the tape for students

to listen and do the task
- Asks students to exchange
their answers with their
partners

- Provides the answers and
explanations

- Asks students to do the
task individually

- Asks students to exchange
their answers with their
partners

- Provides the answers and
explanations

- Asks students to read the
text and do the task

independently.

- Asks students to compare
their answers in pairs
- Provides the answers and
explanations

- Asks students to. look at
each picture and say what

they see

- Asks students to work in
pairs to ask and answer
questions about each
picture.

- Calls on some pairs to
demonstrate the task in
front of the class

- Asks students to look at
the pictures, observe the
details in each picture and
find the four differences
between two pictures
- Ask students to work in
pairs to point to the pictures

- Listen and tick
the correct answers
- Exchange and
compare their
answers with their
partners

- Listen and check
answers

- Look at the

pictures

- Listen and write
the number for
correct pictures
- Exchange and
compare their
answers with their
partners

- Listen and check
answers

- Do the task
individually
- Exchange and
compare their
answers with their
partners

- Listen and check
answers

- Read the text and
do the task

independently.
- Compare their
answers in pairs
- Listen and check

answers

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5’
2’

a bus at 9:00; 2. The children are
arriving at the zoo at 10:00; 3. The
children are seeing the elephants at
10:20; 4. The children are seeing the
monkey at 11:00; 5. The children are
watching the animal show at 11:30; 6.
The children are having their picnic
lunch at 12:30.

2. Find and talk about the four
differences between the two pictures
Answer:

1. In Picture A there are 4 elephants
playing football. In Picture B there are
4 elephants walking on 2 legs.

2. In Picture A there are 2 dancing
bears. In Picture B there are 2 cycling
bears.

3. In Picture A there are 3 tigers. In
Picture B there are 3 lions.

4. In Picture A there is a seal playing

with a beach ball. In Picture B there is
a dancing cobra

IV. Production
Test

VI. Home work

- Review the lesson at home and
prepare the next lesson

and talk about the
differences

- Calls some students to
report the differences
- Give students a test
- Asks students to review
the lesson at home and
prepare the next lesson

ask and answer
questions about
each picture.
- Demonstrate the
task in front of the
class

- Look at the
pictures, observe

the details in each
picture and find the
four differences
between two
pictures

- Work in pairs to
point to the
pictures and talk
about the

differences
- Report the the
differences

- Do a test
- Review the
lesson at home and
prepare the next
lesson

Week: 17 Date of teaching: Tuesday, December 29th, 2015
Period: 34th

Revision
I.Tìm từ khác với các từ cịn lại: (1M)

1. A. teacher B. nurse C. cook D. play

2. A. dining room B. kitchen C. mother D. bedroom

3. A. these B. this C. those D. they

4. A. this B. hi C. nine D. fine

II. Hoàn thành các từ sau: (1M)
1. What are these? - They are ch_irs.
2. This is the b_throom.

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4. She can do a magic tr_ck.

III.Chọn từ thích hợp điền vào chỗ trống: (2M)
1. ………….is the sink? It is in the bathroom.

A. Who B. Where C. What

2. There ……… five cats under the table.

A. Is B. am C. are

3. He can climb a tree , ……….he can’t jump rope.

A. But B. and C. too

4. What is ………..? It is a yo-yo.

A. these B. that C. those

5. What can you do? I can …….. a kite.

A. fly B. play C. do

6. Can you ride a pony? Yes, …….can.

A. he B. she C. I

7. What is the ………….? I am sick.

A. wrong C. matter C. X

8. …….there a sofa in the living room? Yes, there is.

A. Am B. Are C. Is

IV.Nối câu ở cột A với câu trả lời tương ứng ở cột B: (2M)
1.Where is the bed? a. I can’t hit a ball.
2.Good bye. b. Yes, she can.
3.Can she play the piano? c. See you later.
4.What’s wrong ? d. It’s in the bedroom.

V.Sắp xếp thành câu hoàn chỉnh: (2M)
1. Is / this / the / kitchen.

2. she / do a magic trick / can.

3. are / there / four / dogs / under / the / table.
4. I / see / can’t / board / the.

VI.Đọc câu hỏi và trả lời: (2M)
1. What is your name?

____________________________________
2. How old are you?

____________________________________
3. Where do you live?

____________________________________
4. What can you do?

</div>

Unit 1: A summmer camp

<b>ME AND MY FRIENDS</b>

<i><sub>, 2015</sub></i>

<i><sub>, 2015.</sub></i>

<i><sub>, 2015</sub></i>

<i><sub>, 2015</sub></i>

<i><sub>, 2015</sub></i>

<i>, 2015</i>

<i>, 2015</i>

<i><b>Period: 7</b></i>

<i><b>Lesson 1</b></i>

<i>, 2015</i>

<i><b>Period: 8</b></i>

<i><sub>, 2015</sub></i>

<i><sub>, 2015</sub></i>

<i><sub>, 2015</sub></i>

<i><sub>, 2015</sub></i>

<i><sub>, 2015</sub></i>

<i><sub> , 2015.</sub></i>

<i><sub> , 2015</sub></i>

<i><sub> , 2015.</sub></i>

<i><sub> , 2015</sub></i>

<i> , 2015</i>

<i><sub> , 2015</sub></i>

Match

<i><sub> , 2015.</sub></i>

<i><sub> , 2015</sub></i>

<i><sub> , 2015</sub></i>

<i><sub> , 2015</sub></i>

<i><sub> , 2015</sub></i>

<i><sub> , 2015</sub></i>

<i><sub> , 2015 </sub></i>

<i><sub> , 2015 </sub></i>

<i><sub> , 2015</sub></i>

<b>I.</b>

<b>II.</b>

<b>III.</b>

<b>I.</b>

<b>II.</b>

<b>III.</b>

<b>IV.</b>

<b>IV.</b>

<b>V.</b>

<b>VI.</b>

<b>VI.</b>

<b>VII.</b>

<b>VIII.</b>

<b>IX.</b>

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